
Book^JViiA^ 



MANUAL 

FOR COUNTY 

INSTITUTES 




STATE OF 

NEW MEXICO 

1916 



PUBLISHED BY THE 

STATE BOARD OF EDUCATION 



1916 



MANUAL 



FOR 



COUNTY INSTITUTES 



STATE OF NEW MEXICO 



PUBLISHED BY THE 

STATE BOARD OF EDUCATION 

SANTA FE, N. M. 



NEW MEXICAN PRINTING COMPANY 
SANTA PP. N. M. 






D. of D, 
DEC £0 



Table of Contents 



PAGE 

Committee on Institute Manual 5 

Foreword „ _ „ .„ _ 6 

Eeading — First and Second Grades _ ^ ..._ 7 

Third Grade _ 1 6 

Penmanship ._ „ „ ....„ _ 31 

Orthography ._ _ „..- _ „.... 37 

Grammar and Composition — 

First and Second Grades _ 51 

Third Grade _ _.... 61 

Geography _ 71 

Arithmetic — First and Second Grades _...,. 87 

Third Grade _ _ _ 88 

Physiology _ 94 

History of the United States _ „ 103 

United States Civics..._ 108 

Civics and History of New Mexico 215 

School Management _ _ _ 113 

Pedagogy 129 

Psychology _.. _.134 

Music . 144 

Algebra ..„ _...._ 151 

Botany „ _ _.. 156 

Industrial Branches _ _ „ 162 

Agriculture _ 164 

Boys' and Girls' Club Work _ 169 

Manual Training ; „ 172 

Domestic Science _ 1 76 

Domestic Art _184 

Suggestions to Institute "Workers _ _ 191 

Certification of Teachers....- _ 195 

Reading Circle Requirements 202 

Exam in ations, Rules for Conducting _ 204 

Adopted Text Books _ 209 



COMMITTEE ON INSTITUTE MANUAL 



PEESIDENT E. L. ENLOE, 

New Mexico Normal School, Silver City, Chairman. 

HONOEABLE ALVAN N. WHITE, 
8tate Superintendent of Public Instruction, Santa Fe, N. M- 

SUPERINTENDENT C. C. HILL, 

County Superintendent of Schools, Chaves County, 
Eoswell, N. M. 

SUPEEINTENDENT J. L. G. SWINNEY, 

County Superintendent of Schools, San Juan County, 

Aztec, N. M, 



FOREWORD 



nr^HIS issue of the Manual, I consider an improvement even 
-*- upon the excellent one of 1913-14. Its merit is due to 
the committee of the state board of education which had the 
preparation in charge and chiefly to the chairman of the com- 
mittee. President E. L. Enloe, of the New Mexico Normal School, 
Silver City. Our appreciation is due the many educators of the 
state who have given their time and their thought to the prepara- 
tion of the several outlines. 

If any applicants desire to take examination in other op- 
tional branches than Algebra or Botany, the following texts are 
recommended: Linville and Kelly's Text Book in General Zo- 
ology, Ginn & Co.; Montgomery's Modern Bookkeeping and Busi- 
ness Practice, Chas. E. Merrill Co-; Carhart and Chute's Physics, 
Allyn & Bacon. 

A change will be noted in the arrangement of material, all 
of the miscellaneous information and suggestions having been 
placed at the back of the book instead of at the front. It will be 
found also that the outlines in the various subjects are placed in 
the usual order of subjects as they occur on certificates, blanks, 
etc., issued by the department of education. 

Very truly yours, 

ALVAN N. WHITE, 

State Superintendent of Public Instruction. 

May 1, 1916. 



READING 



FIRST AND SECOND GRADES. 

Prepared ly Supt. W. 0. Hall, Roswell, New Mexico. 

(Note: See also 'Thonetic Method of Teaching Eeading/' 
page 28. 

In making the following outline in reading, especially the 
work relating to primary grades, I am much indebted to Miss 
Dorothy K. Kussell for many helpful suggestions. It is the in- 
tent in this outline to emphasize those principles which seem to 
be the most essential in teaching reading. My only regret is that 
in so few lessons is there sufficient time to drill on some of 
the first principles in reading so that their importance may be 
firmly impressed upon those expecting to teach. 

The following references have been consulted in the making 
of this outline, and are arranged in the order of their usefulness 
to the teachers of reading: 

Briggs, Thomas H-, and Coffman, Lotus D., "Heading in the 
Public Schools"; — Eow, Peterson & Co., Chicago. 

Arnold, Sarah Louise, "Reading, How to Teach It" — Silver 
Burdette & Co., Chicago. 

Patzer, Conrad E., "Modern Methods of Teaching Language, 
Eeading and Spelling" — H. M. Dixon & Co., Chicago. 

Sawyer, ISTettie Alice, "Five Messages to Teachers of Primary 
Reading"— Eand McNally & Co., Chicago. 

Haliburton, Margaret, and Smith, Agnes G., "Teaching Poet- 
ry in the Grades" — Houghton, Mifflin & Co., Chicago. 

Laing, Mary E., "Reading, a Manual for Teachers" — P. C. 
Heath & Co., Chicago. 

Clark, S. H., "How to Teach Reading in the Public Schools" 
— Scott, Foresman & Co., Chicago. 

O'Shea, Michael Vincent, "Everyday Problems in Teaching" 
-^Bobbs, Merrill & Co., Indianapolis. 

Many suggestions were also secured from the Manual for 
County Institutes for New Mexico, 1913-1914. 

It is not necessary that each teacher have all these books. 
Every teacher to do good Institute work should have the book 
written by Thomas H. Briggs and Lotus D. Coffman and Sear- 



8 COURSE OF STUDY 

son & Martin's Sixth Eeader. These books should be procured 
and studied before coming to the Institute. Where possible, teach- 
ers will find it to their advantage to secure other books and read 
them. 

LESSON I. 

AIMS AND METHODS IN READING. 

Eeading is the most important study with which the pupil 
lias to deal in the first,, and even in the later years of his school 
life. Laing, in her Manual for Teachers, says: "When one has 
learned to read and has acquired a discriminating taste in. read- 
ing he is in possession of the most important feature in education 
that the school can possibly give. Wanting this power he is in 
no sense educated though he be a post-graduate student at one of 
the first universities." The mastery of reading puts all literature 
within his reach and if the pupil has mastered the art of reading 
he passes from the dependent to the independent stage in his 
education. It is therefore of vital importance that the teacher 
be skilled in reading methods that will enable the pupil to learn 
rapidly and with the least expenditure of nervous energy. 

There are four things to keep in mind in teaching beginners 
to read, — 

1. To select words familiar to the child's speaking vocabu- 
lary that will excite interest and stimulate free action and ex- 
pression. 

2. To so arrange the words that they can be readily used 
for script reproduction. 

3. To establish a vocabulary that will make the child inde- 
pendent of the mechanics of reading and correct in thought inter- 
pretation. 

4. To give the child the power to master new words. 

There are several methods used to teach beginners to read, 
viz. — 

1. The Alphabet method. 

.2. The Word method. 

3. The Sentence method. 

4. The Phonic method. 

5. The Eclectic method. 

1. Describe each of these methods. 



COURSE OF STUDY 9 

2. Why is the eclectic method the best? Describe and il- 
lustrate it fully. Use the first lessons in Eiverside Primer to il- 
lustrate this method. 

3. Why can the phonic method when considered by itself 
scarcely be called a method of teaching reading? 

4. Is it necessary that the pupil know the alphabet in regu- 
lar order? Why? When and how would you teach the letters? 

5. Make a list of words from the Riverside Primer which 
you would teach the beginning pupils during the first few weeks? 
Plow would you introduce these ? 

LESSo:^f II. 

PHONIC AND WORD DUILL. 

1. Phonics and word drill should be carried along with the 
reading for the first three years and in many cases longer. Why? 
This work should have a separate period on the program and not 
be put with the regular reading lesson. Why? It is of the ut- 
most importance that phonic work and word drill should be car- 
ried on CAREFULLY, DILIGENTLY AND SLOWLY. Dis- 
cuss why one should proceed slowly in taking up new sounds. 

2. The first lessons in phonics should consist of ear training. 
Why is this true? How would you "proceed in this? Discuss in 
full. 

3. How may stories such as the one of the cow in which M 
represents the low of the cow be used in fixing phonic sounds in 
the child's mind? What use can be made of phonic cards in 
teaching phonics? Where can these be obtained? How can these 
be made by the teacher? 

4. What is a phonogram? What is a blend drill? How 
are phonograms used ? Show how a blend drill may be directed. 
Show how you would teach pupils to attack new words that come 
in the regular reading lesson. 

5. Word drills. Words may be divided into two classes, the 
purely phonetic and the unphonetic or sight words. Make a list 
of a dozen of each class. In your advance work, especially in the 
primary grades, in a word drill, how would you attack new words? 
that are phonetic? How would you attack the unphonetic words? 

6. How may you make word cards? What is the value of 
having word cards on hand? Would you continue these beyond 
the first year? Show which words in the first 15 pages of the 
Eiverside Primer are sight words. 



10 COURSE OF STUDY 

7. It is very important that the pupils should receive a great 
deal of word drill. Why? Have each teacher give one device for 
keeping alive interest in the word drill. 

Briggs and Coffman— 79-92. 

Arnold, "Beading, How to Teach it"— 65-85. 

LESSON III. 

ORAL READING. 

1. Eight breathing, clear enunciation, correct articulation, 
right pronunciation and using agreeable tones are habits that will 
aid in good oral reading. 

2. Define and clearly understand each of the above. 

3. How may you form and strengthen the habits indicated 
above? Have the teachers go thru with some good breathing ex- 
ercises. 

4. What is oral reading? What is the aim in this reading? 
Why do we emphasize oral reading in schools more than we do 
silent reading? 

5. In order that a pupil may become a good oiaJ-*Mi^|m Jie 
must acquire: (1) A clear, distinct articulation. (2) Quick 
recognition of words and phrases. (3) Natural expression. (4) 
Forgctfulness of self. What effect will phonic drill have on 1? 
Will it aid 1 to find out the peculiarities of your pupils' pronun- 
ciation, as leaving off the g in ing? How can you help the chil- 
dren to overcome defects in their pronimeiation ? Ho\v*will you 
go at it to have your pupils acquire 2? How may you help to get 
natural expression in the first grade? In the upper grades? How"* 
may you aid the pupils to overcome lack of self confidence? 

6. Discuss criticism of pupils' reading. 

7. Discuss the advantage of having pupilF- read from the 
front of the room to the class. What is the advantage of having 
pupils close their books and listen toone of their number read'f 
What are some of the disadvantages of each of these? 

8. Discuss the proper position in reading. 

9. Should a teacher read to her pupils in order to have them; 
read well orally? Discuss. 

Briggs and Coffman— 149-172. ^ 

Arnold— 117-137. 



COURSE OF STUDY 11 

LESSOR IV. 

ORAL BEADING, CONTINUED. 

1. What do you mean by proper phrasing in reading? The 
conductor may pick out a lesson in Searson and Martin's Sixth 
Reader and ask Institute to show what they mean? What is its 
place in good oral reading? 

2. Discuss "Punctuation marks, and especially the comma^ 
are not safe guides in expressive reading." 

3. Discuss the effect of rapidity of reading upon expression 
and how it may be remedied. 

4. The teachirg of oral reading "can greatly be accelerated 
by recognizing the imitative faculty of children. Discuss. Should 
the teacher insist upon the pupil rendering the selection just as 
she rendered it? Is this a good statement to hear in the school- 
room, "Let me hear how that seems to you, John, etc"? Why? 

5. Discuss the value of the old type of Friday afternoon 
exercises in reading, reciting and declaiming.' 

G. Discuss, "When a selection has been worked over in school 
and the pupils thoroly imbued with the spirit of it, they should 
be urged to read it orally at home." 

7. It is a good plan for the teacher to encourage and assist 
the pupils to prepare and present something which is new to the 
class. Why ? 

8. What is the value of frequent reading of good selections 
that have been already studied? 

9. What is meant by dramatic reading? Why is dramatiza- 
tion a valuable exercise in teaching reading in primary grades? 
In the upper grades? 

10. Let the members of the Institute dramatize some story 
suitable for Second Grade work. 

11. Seat work for the Primary Grade in reading. Discuss, 
and criticise the following: — 

1. Copying words. 

2. Word building. 

3. Sentence building. 

4. Arranging words alphabetically. 

5. Copying words from the board or from the reader. 

6. Drawing pictures suggested by reading lesson. 

7. Paper cutting and folding to illustrate the lesson, 

8. Making lists of words containing the same sound. 



12 COURSE OF STUDY 

9. Sng'^e?t other work for busy work at the seats which 
has a direct bearing on reading. 
12. If time permits, read lesson, page 155-163, Searson and 
Martin's Sixth Eeader, "A Legend of Breguez." 

LESSON V. 

LITEEATURE. 

1. What is one salient quality of good literature? 

2. What does good literature do for a child? 

3. Dif^euss, "The love of good literature is from every point 
•of view, the moFt valuable equipment with which the school can 
send its boys and girls into the world." — Pres. Wm. DeWitt Hyde. 

4. What is meant bv pleasure reading? or reading for 
pleasure? When should this reading be done? How can the 
teacher direct this? What is its importance? 

5. What should be the teacher's attitude toward this read- 
ing outside of school hours? 

6. How may you teach pupils to discriminate between good 
apd poor literature? Can you do this by giving them a lecture on 
good literature? 

7. Pupils should be encouraged to bring newspaper clip- 
pings, magazine articles and short stories to class to read to the 
other pupils. What advantage is there in this? What danger? 
How may the evils be overcome? Suggest methods of controlling 
and managing this. 

8. What is the place of the teacher's reading to the pupils 
in the teaching of literature? 

9. Suggest means whereby a library may be started in a 
school. 

10. Make out a list of five books suitable for children of 
each grade to read outside of school. 

11. What is the basis of appreciation of good literature? 

Briggs and Coffman— pp. 187-188, 190-191, 229-ff, 318-328. 
Arnold— 25-43. 

LESSON VI. 

SILENT BEADING. 

1. Why do people in ordinary life read?- What per cent of 



COURSE OF STUDY Vi 

the time is spent in readirg orally? Is it important to learn tO' 
read' silently as well as orally? 

2. Nam.e the bad habits in silent reading. Discuss and de- 
velop the remedies. 

3. Discuss the advisability of asking a whole grade to read 
silently a paragraph, a page or unit of thought and when through 
to close their books and discuss the content. 

4. Show how this method might be used in teaching lesson, 
page 34 in Searson and Mai tin's Sixth Eeader. 

5. Discuss methods of getting silent reading done outside 
of class. How may you be sure that they have gotten something 
out of this reading? What danger is there in inquiring too close- 
ly into what has been gained from reading a book outside of class? 

6. Why do people emphasize oral reading in the school 
rather than silent reading? 

7. In what other classes can you get silent reading besides 
in the Beading Class? 

8. W^hat economy is there in silent reading? 

Briggs and Coffman— 16, 62-69, 264-267, 55. 
LESSON VII. 

USE OF DICTIONARY. 

1. What things may be found in the dictionary that would 
aid in reading? 

2. When should children be asked to use the dictionary? 

3. Should children be allowed to use the dictionary before 
the fifth grade without the aid of the teacher? 

4. Discuss this statement: "Never tell a pupil anything he 
can find out from the dictionary." 

5. Is there any value in having the pupils hunt up lists, of 
words and learn their meaning? Why is it better to have them 
look up words found in the Heading Lesson? 

6. Is it a good procedure to have the pupils use a word they 
have looked up in a sentence? If so, why? 

Briggs and Coffman— 173-185. 

O'Shea's "Everyday Problems in Teaching"— pp. 236-248. 

The latter reference should be read by every Inrtitute instruc- 
tor and by as many teachers as possible. All teacher? should pos- 
sess and be familiar with Briggs and Coff man's "Eeading in the' 
Public Schools." 



14 - COURSE OF STUDY 

LESSON VIII. 

MISCELLANEOUS. 

1. What is meant by mechanics of reading? 

2. What is meant by time, force, melody, accent, stress, in- 
flection, tone, pitch, and quality? Explain and illustrate each of 
these. 

3. How may criticism aid in reading? How injure? 

4. The place of questions in literature. What difference 
would you make in a question asked a fifth grade and an eighth 
grade pupil? 

5. What kind of questions may be asked to the best advan- 
tage in arousing appreciation of literature? 

6. What use may be made of synopses in reading? 

7. Make out four questions you would ask in a class recita- 
tion on Searson and Martin's Sixth Reader, page 207. 

8. How should the questions placed after each selection in 
Searson and Martin's Sixth Eeader be used? Illustrate by les- 
son on page 207. 

9. How should the introductory part of each lesson be used? 
10. Dramatics in the upper grades. How used? Value of? 

Briggs and Coffman— 270-272, 58, 234-288. 
LESSON IX. 

ASSIGNMENT. 

1. What are the purposes of an assignment? 

2. What are the elements of a good assignment? 

3. How may one test the value of an assignment? 

4. Discuss this statement by a teacher: ''I haven't time for 
an assignment, except to say, 'take the next lesson.' I have 
twenty-eigbt classes to hear." 

5. What are the advantages of an assignment ? When should 
the assignment be made? How may introductory statements and 
questions in Searson and Martin's aid in assignment? 

6. I am firmly of the opinion that the assignment is just as 
important as the hearing of the recitation, and a teacher's success 
will, in a large measure, depend upon her ability to assign a les- 
son. The assignment determines, in a large measure, the incen- 
tive the pupil will have for getting the next day's lesson. 

7. The Institute conductor may show the teacher what is 



COURSE OF STUDY 15 

meant by a good assignment by taking some lesson and making 
an assignment to the class. Take, for example, Lincoln's "Gettys- 
burg Address." The assignment may be made according to this 
outline: — 1. Brief sketch of conditions at this time. 2, Map 
showing locations. 3. Eeasons for dedication. 4. Words and 
phrases which they should think of and explain. 5. One or two 
questions which they should try to answer from their reading. 

Briggs and Coffman— 276 to 288. 
LESSON X. 

POETE"^ AND PICTURES IN READING. 

1. Discuss the teaching of poetry under this general method: 

a. Preparation. 

b. The Whole. 

c. The Parts. 

d. The New Whole. 

2. Apply this method by showing how you would teach "In 
School Days," Searson and Martin's Sixth Eeader, page 100. 

3. Before a teacher begins to teach a piece of poetry to be 
memorized by the children she should first memorize it herself. 
Why? Why memorize literature? 

4. Pictures in Heading. 

a. Discuss. 

1. Mental pictures in reading. 

2. Use of pictures in primary reading. 

3. Look through the present series of Eeading 
Books and criticise the pictu.res used. This 
may be favorable or unfavorable. 

4. Pupils illustrating the text. 

5. Mention poems suitable to each grade in the school. 

6. Have teacher prepare and assign lesson on page 121 in 
Searson and Martin's Sixth Eeader. 

Briggs and Coffman — 111-139. 

Haliburton and Smith, "Teaching of Poetry in the Grades" — 
1-18, 69-74. 



READING 

THIRD GRADE. 

Prepared hy Supt. W. 0. Hall, Roswell, New Mexico. 

(Note: See "Phonetic Method of Teaching Eeading," p. 28.) 

In making the following outline in reading, especially work 
relating to the primary grarles, I am mnch indebted to Miss Doro- 
thy K. Russell for many helpful suggestions. It is the intent in 
this outline to emphasize those principles which seem to be most 
essential in teaching reading. My only regret is, that in so few 
lessons, is there sufficient time to drill on some of the first princi- 
ples in reading so that their importance may be firmly impressed 
upon those expecting to teach. 

The following references have been consulted in the making 
of this outline, and are arranged in the order of their usefulness 
to the teachers of reading : 

Brigg% Thomas H., and Coffman, Lotus D., "Reading in the- 
Public Schools" — Roav, Peterson & Co., Chicago, 111. 

Arnold, Sarah Louise, "Reading, How to Teach It" — Silver 
Burdette & Co., Chicago, 111. 

Patzer, Conrad E., "Modern Methods of Teaching Language, 
Reading and Spelling" — H. M. Dixon & Co., Chicago. 111. 

Sawyer, Nettie Alice, "Five Messages to Teachers of Primary 
Reading"— Rand, McNally & Co., Chicago. 111. 

ETaliburton, Margaret, and Smith, Agnes G., "Teaching Po- 
etry in the Grades" — Houghton, Mifflin & Co., Chicago, 111. 

Lang, Mary E., "Reading, A Manual for Teachers" — D. C. 
Heath & Co., Chicago, 111. 

Clark, S. PI., "How to Teach Reading in the Public Schools'^ 
— Scott. Foresman & Co., Chicago, 111. 

O'Shea, Michael Vincent, "Everyday Problems in Teaching" 
— Bobbs Merrill & Co., Indianapolis. 

Many suggestions were alFo secured from the Manual for 
County Institutes for New Mexico, 1913-1914. 

It is not necessary that each teacher have all of these books. 
Every teacher, to do good Institute work, should have the book 
written by Thomas H. Briggs and Lotus D. Coffman, and Sear- 
son and Martin's Sixth Reader. These books should be procured 
and studied before coming to the Institute. Where possible, teach- 
ers will find it to their advantage to secure other books and read 
them. 



course; of study 17 

LESSON" I. 

THE child's PKEPAKATION WHEN HE . COMES TO SCHOOL. 

1. Upon what does the child's mental equipment for school 
depend ? 

2. The best atithorities estimate that a child of sis years is 
able to use from six to eight hundred words when he comes to 
school. This is his speaking vocabulary. His hearing vocabu- 
lary is from two to four thousand words — that is, he is able to 
understand these when he hears them. 

3. What were the processes by which "the hearing and speak- 
ing vocabularies were obtained" ? Can you use these i«i your school 
room? 

4. The reading should be based on the experiences of the 
child. How can you find out what these experiences are? How 
may his reading be based upon these experiences? How would 
it do to start with the industries of the child's parents, or his pets ? 

5. How is it possible to base the reading on the child's ex- 
periences and at the same time prepare him to do the reading 
found in the primer? 

6. The first six or eight weeks with children who are be- 
ginning to learn to read should be spent in teaching them from 
the blackboard and the work should, as far as possible, be' con- 
nected up with the child's experiences and at the same time should 
be a basis for the reading from the book. Should this work be 
put on the board in print or script ? How should the change from 
one to the other be made? 

7. Criticise the present primer in regard to whether the sub- 
ject matter is related to the average child's experience. 

8. ISTew words should not be introduced too rapidly and the 
old ones should be frequently repeated by word drill and by read- 
ing them in sentences. How may this be done? 

LESSON II. 

IMPORTANCE, AIMS AND METHODS IN READING. 

1. Eeading is the most important study with which the pupil 
has to deal in the first, and even later years of his life. Laing, in 
her "Eeading, A Manual for Teachers," says: "When one has 
learned to read and has acquired a discriminating taste in reading, 
he is in possession of the most important feature in education that 
a school can possibly give. Wanting this power to read he is in 



18 COURSE OF STUDY 

no sense educated though he be a post-graduate student at one of 
our first universities." The mastery of reading puts all literature 
within his reach and if the pupil has mastered the art of reading 
he passes from the dependent to the independent stage of learning. 
It is of vital impoHance, therefore, that the teacher be skilled in 
methods that will enable the pupil to learn rapidly and with the 
least expenditure of nervous energy. 

2. The purposes in reading are three-fold — 

"To help children in acquiring power to get thought 
from the printed page, to the end that they may draw on 
the wisdom of the ages as stored in books." 
; "To help the children form the habit of reading good 

literature." 

"To help children acquire power to render thought, 
feeling and emotion in an expressive way." — Patzer, "Mod- 
ern Metliods." 

3. There are four things to be kept in mind in teaching be- 
ginners to read: — 

a. To select words familiar to the child's speaking vo- 
cabulary which will excite interest and stimulate free 
action and expression. 
. b. To so arrange words that they can be readily used for 
script reproduction. 

c. To establish a vocabulary that will make the child 
independent in the mechanics of reading and correct 
thought interpretation. 

d. To give the child the power to master new words. 

4. , There are several methods that can be used to teach be- 
ginners to read, viz : — 

a. The alphabet method. 

b. The word method. 

c. The sentence method. 

d. The phonic method. 

e. The eclectic or combination method. 

5. Describe each of these methods. "Why is the alphabet 
method the poorest ? Why do you consider the eclectic method the 
best? 

6. Discuss and describe the best method in detail. 

7. "Why can not the phonic method, when taken alone, be 
considered a method in reading? 

Brlggs and Coffman — pp. 40-47. 



COURSE OF STUDY 19 

LESSON III. 
METHODS IN READING. 

1. Is it necessary that the pupils know the alphabet in the 
regular order? Why? When should the alphabet be taught and 
how? 

2. Make a list of words, from the Eiverside Primer, that 
you would teach the pupil during the first few weeks. How would 
you introduce these? Would the list vary in different localities? 
Give reasons for your answer. 

3. The Institute Conductor will ha-ve the teachers show how 
they would teach the lesson on page 5 of the Blodgett Primer. 
What work would the children have to do before they tried to 
read this lesson? 

4. Eeview fully the uses to be made of the blackboard in 
the first weeks in teaching beginners to read. What use would 
you make of the primer during the first week in reading? 

5. Explain the use to be made of the reading chart. In 
case there is none in the school what could you do? 

6. What do you mean by sight words? By phonetic words? 
Show how you would teach each of these. 

Arnold — pp. 45-85. 

LESSON IV. 

PHONICS AND WORD DRILL, 

1. Another line of work to be carried on during the first 
years of school is the work in phonics and word drill. This should 
have a special period of its own on the program and not be con- 
fused with the reading proper. It is one of the utmost importance 
and should be carried on carefully, diligently and slowly. 

The first lessons in phonics should consist of ear training. 

The first sounds may be given by means of stories, as the 
the low of a cow represents the "M" sound. 

Another very important element in the phonic work is the 
blend drill. 

Besides the drill on phonetic words there is the drill on the 
purely sight words. 

2. Why should phonics be introduced in the first grade? At 
what time should they be introduced in this grade? 

3. What is the relation of phonics to reading? Wliy should 



20 COURSE OF STUDY 

it have a separate place on the program? How may you teach a 
pupil to use his phonics to work out new phonetic words? 

4. It is not good to have the young children try to sound 
ont the so-called unphonetic words, as tongue, beautiful, etc. 
Why not? 

5. How would you go about getting your pupils to compare 
words? Is poor hearing sometimes the cause of indistinct articu- 
lation or careless pronunciation. Why? 

6. When should diacritical marks be used? 

7. Cards should be made and kept for drill on the sight 
words and upon some of the phonetic words. How may these 
cards be made? Show what words you would put on these cards 
from the first ten pages of the Eiverside Primer. Give devices for 
the word drill. 

Arnold— pp. 68-85. 

LESSON V. 

PHONICS AND THE USE OF THE DICTIONARY. 

1. What do you mean by a blend drill? Give devices for 
such a drill. 

2. What do you mean by ear training in reading? Show 
how this may be carried on in the class room. 

3. The Dictionary. When should the use of the Dictionary 
be begun. 

4. Explain how you would proceed to teach the children 
each of the following steps in dictionary work, and give the diffi- 
culties one usually encounters : — 

a. Learning the alphabet. 

b. Diacritical markings. 

c. Sounds of letters. 

d. Accent. 

e. Syllabication. 

f. Meaning. 

5. Is there any value in having pupils hunt up lists of words 
and learn the meaning? Why is it better to have them look up 
words found in the reading lesson and apply their definitions to 
the lesson in hand? 

Briggs and Coffman — pp. 173-185. 

O'Shea, "Everyday Problems in Teaching." 

The latter reference is more especially meant for Institute 



COURSE OF STUDY 2L 

Conductors, but it will prove valuable to any one who lias access 
to the book to read. 

LESSON VI. 

HABITS THAT ARE FACTOES IN GOOD ORAL READING. 

1. Eight breathing, clear enunciation, correct articulation, 
right pronunciation, and using agreeable tones. 

2. Define and clearly understand the above. 

3. How may you form and strengthen the habits indicated 
above ? 

4. What part will imitation play in securing these habits, 
and especially the agreeableness of tone? 

5. What is the use of tongue twisters, as: 

"Around the rock the ragged rascal ran"? 
"Six slim, sleek, slick saplings"? 

6. What are some of the common faults in oral reading? 
How may these be remedied? 

7. Suggest methods of getting pupils to do more oral read- 
ing than there is time for in the regular recitation period. 

8. Discuss — In the lower grade you might ask to read aloud 
at home the lesson read in class during the day. 

9. Discuss the advantage of having pupils read from the 
front of the room to the class. What is the advantage of having 
the pupils close their books and listen to one of their classmates 
read ? I 

10. Discuss the, position in reading. 

Briggs and Coffman — pp. 149-172. 
LESSOIT VII. 

ORAL READING, CONTINUED. 

1. What is the aim of oral reading? 

2. In order to be a good oral reader the pupil must acquire 
1st — A clear, distinct articulation; 2nd — Quick recognition of 
words and phrases; 3rd — Natural expression, which may be ob 
tained by an understanding of the thought and feeling expressed by 
the author; 4th — Forgetfulness of self. 

3. Discuss each of the above. 

4. How may you aid the first grade to get natural expres- 
sion? The other grades? 



22 COURSE OF STUDY 

5. How may you aid the pupil in the first grade to get self 
confidence? A fifth grade pupil? An eighth grade pupil? 

6. Eead lesson on page 155 of Searson and Martin's Sixth 
Reader, "A Legend of Breguez." 

Briggs and Coffman — 91-172, 
Arnold— pp. 117-137. 

LESSON VIII. 

DRAMATIZATION AND SEAT WORK. 

1. What is meant by dramatic reading? Show how drama- 
tization is a valuable exercise in teaching pupils in all grades to 
read well. 

2. Dramatize a story suitable to the second grade. The 
fourth grade. ■ The seventh grade. 

3. Seat work in reading. Discuss, criticise, and determine 
the grade in which these can be used: — 

a. Copying words. 

b. Word building. 

c. Sentence building. 

d. Arranging words alphabetically. 

e. Copying sentences from the board or from the book. 

f. Drawing pictures suggested by the reading lesson. 

g. Paper cutting and folding to illustrate the lesson, 
h. Making lists of words containing the same sounds, 
i. Writing synopses. 

j. Making out questions covering the points in the 

lesson, 
k. Writing explanations to certain sentences or 

phrases. 
1. Suggest other work for seat work. 

LESSOF IX. 

SILENT READING. 

1. Why do people in ordinary life read? What per cent of 
the time is spent reading orally? Is it important to learn to read 
silently ? 

2. Name the bad habits of silent reading. Discuss and de- 
velop remedies. 

3. Discuss the advisability of asking the whole class to read 



COURSE OF STUDY 23 

silently a paragraph, a page, or unit of thought and when through 
close their books and discuss the content. 

4. Is it important to teach pupils to get the thought from a 
printed page rapidly? How may this be done? 

5. Show how this method may be used in teaching the les- 
son on page 25 of Searson and Martin's Sixth Eeader, "The 
Whistle." 

LESSOR X. 

SILENT READING^ CONTINUED. 

1. Discuss methods of getting silent reading done outside 
of the class. How may you be sure that the pnpil has gotten some- 
thing out of this reading? What danger is there in inquiring too 
closely into what has been gained from reading a book outside of 
class ? 

2. Why do people emphasize oral reading in school more 
than they do silent reading? 

3. In what other class can you get silent reading besides the 
reading class? How may you feel sure that it is well done and 
that the pupils are not getting habits that you are trying to break 
up in the regular reading lesson? 

4. Read and discuss the chapter on the use of libraries in 
Arnold^s "Eeading, How to. Teach It." 

Briggs and CofEman— pp. 62-69, 264-267, and 55. 
LESSON XI. 

LITERATURE. 

1. What is one salient quality of literature? 

2. What does good literature do for a child ? 

3. Discuss — "The love of good literature is, from every point 
of view, the most valuable equipment with which the school can 
send its boys and girls into the world." — Pres. Wm. DeWitt Hyde. 

4. What is meant by pleasure reading? When should this 
reading be done? How can tlie teacher direct this? What is its 
importance ? 

5. What should be the teacher's attitude towards reading 
outside of school hours? 

6. How may you teach children to discriminate between 



24 COURSE OF STUDY 

good and poor literature? Can you do this by giving a lecture on 
good literature? 

7. Pupils should be encouraged to bring newspaper clip- 
pings, magazine articles and short stories to class to read to the 
other pupils. What advantage is there in this? What danger? 
How may the evils be overcome ? How may this work be managed ? 

8. What is the place of the teacher reading to the pupils in 
the teaching of literature? 

Briggs and Coffman— pp. 187-188, 190-191, 229 ff, 318-338. 
Arnold — pp. 25-43. 

LESSON XII. 

1. Make a list of books suitable for reading outside of class 
in each grade, beginning with the first. 

2. Suggest means whereby a library of good books may be 
secured in the district where you live. 

3. Should pupils be encouraged to start a library of their 
own? How would you go about this? 

4. What is the basis of appreciation of good literature? 

5. What do you mean by supplementary reading?' How 
should this be conducted? Would you have a word drill in these 
lessons ? 

6. Show how you would treat "The Young Witness," on 
page 6 of Searson and Martin's Sixth Eeader, using it as a sup- 
plementary reading lesson. 

See references for preceding lesson. 
LESSON XIII. 

ASSIGNMENTS. 

1. What are the purposes of the assignment? 

2. What are the elements of a good assignment? 

3. How may one test the value of an assignment? 

4. Discuss this statement made by a teacher : "I have not 
time for an assignment, except to say, 'take the next lesson.' I 
have twenty-eight classes to hear each day.'' 

5. What axe the advantages of tli^ assignment? When 
should the assignment be made? 

6. I am firmly of the opinion that the assignment is just as 
important as the hearing of the recitation and a teacher's success 



COURSE OF STUDY 25 

will, in a large measure, depend upon her ability to assign a les- 
son. The assignment determines, in a large measure, the incen- 
tive the pupil will have for getting the next day's lesson. 

LESSON XIV. 

1. Have the teachers prepare and show what they mean by 
an assignment by taking some lesson and making an assignment 
for the class. Take for an example, "Lincoln's Gettysburg Ad- 
dress." The assignment may be made according to the following 
outline : — 

(1) Brief sketch of conditions at this time, either from 
the teacher or from questions to the pupils. 

(2) Map showing locations. 

(3) Occasion. 

(4) Words and phrases which the pupil should think of 
and explain. 

(5) One or two questions to which the pupils will try 
and find the answer by reading the lesson. These 
questions will give direction to the reading. 

2. Show how the questions at the end of this selection may 
be used. What are some of the disadvantages and dangers of these 
questions ? 

3. How may the introductory part of each lesson be used? 

LESSON XV. 

MISCELLANEOUS. 

1. Wliat is meant by mechanics in reading? 

2. What is meant by time, force, melody, accent, stress, in- 
flection, tone, pitch and quality? Explain and illustrate each. 

3. How may criticism aid in reading? How injure? 

4. What is the place of questions in literature? What dif- 
ference in a question asked a fifth grader and an eighth grader? 

5. What kind of questions may be used to the best of ad- 
vantage in arousing an appreciation of literature? 

6. Make out four questions that you would ask a class in a 
recitation on lesson in Searson and Martin's Sixth Eeader, page 
207. 

7. What use may be made of synopses in reading? 

8. Dramatics in the upper grades. How used? Value of? 

Briggs and Coffman— pp. 270-272, 58, 234-238. 



26 COURSE OF STUDY 



LESSON XVI. 

1. "The pedagogical movement in the study of a selection 
may be stated as follows : — 

1. Aim, 

2. Preparation for the new lesson. 

3. Securing the thought content. 

4. Expressive reading of the selection. 

5. Eeproduction of what is read." 

— C. E. Patzer. 

2. Enlarge upon the above. 

3. Teach the lesson on page 106 of Searson and Martin's 
Sixth Eeader according to this. 

LESSON XVII. 

PUNCTUATION AND ESSENTIAL ELEMENTS. 

(Copied from the 1913-1914 Manual) 

1. What is the function of punctuation marks? Make and 
illustrate the use of each jnark. 

3. Explain — "Every passage has a double set of punctuation 
marks; one visible, the other invisible; one is the printer's work, 
the other is the reader's." 

3. There are four essential elements of vocal expression, 
viz., time, pitch, quality and force. 

4. Time refers to the rate of vocal movement, and has to. do 
with the extent of the thought. 

5. What is the cause of a child's reading too rapidly? Too 
slowly? What is the remedy when children read everything at 
about the same rate? 

6-7. Interpret, as to time, the following: — 

"Not a drum was heard, not a funeral note, as his 
corpse to the ramparts we hurried." 

"Nice clothes I get, too, traipsing thru the weather 
like this! My gown and bonnet will be spoiled. Need- 
n't I wear 'em then ? Indeed, Mr. Caudle, I shall wear 
'em. No, sir! I am not going out a dowdy ta please 
you or anybody else !" 

8. Do you have reading matches? -How do you conduct 
them? What is the gain to the pupil? 



COURSE OF STUDY 27 

9. What causes a pupil to hold on to words? How rem- 
edy it? 

10. How' may reading in a monotone be corrected? What 
causes this? 

LESSON XVIII. 

1. Have the Institute prepared to read two of the following 
selections from Searson and Martin's Sixth Eeader, noting the 
inflection^ enunciation, pronunciation and interpretation of each 
reader : 

'^The Old Oaken Bucket." ' 

"The School Days." 

"The Brook." 

"The Man Without a Country." 

2. Have the class make out five questions on each story that 
they would give to a sixth grade. 

3. Discuss — "It is wise at times to have pupils prepare 
questions on the advance lesson which they will ask members of 
the class to answer." 

4. Drill on the pronunciation of these words: — get, catch, 
singing, (make a list of other words ending in ing so as to call 
the attention to any who may be inclined to omit the ing, though it 
ought to be pronounced), just, many, often, again, why, June, 
geography, algebra and literature. 

LESSON XIX. 

MISCELLANEOUS AND EEVIEW, 

1. Define: articulation, enunciation, syllable, phonogram, in- 
flection, stress and accent. 

2. Name the chief errors in teaching inflection. 

3. How should inflection marks be taught? Drill on inflec- 
tion as applied to interrogation, denial, affirmation and sarcasm. 

4. How shall expression be corrected? Discuss voice de- 
fects. 

5. How may you aid the stammerer? 

6. How may you aid the pupil who lisps? 

7. How much time in a fifth grade should be spent on se- 
curing the thought or content of the lesson? 

8. Is it good practice to always have the pupils tell the les- 
son before starting to read? 



.28 COURSPJ OF STUDY 

LESSON" XX. • 

EEVIEW AND MISCELLANEOUS. 

1. Show how you would proceed to teach the poem "Little 
Boy Blue." 

2. Eeview devices for word drill. 

3. What are the aims in reading? 

4. Discuss literature. 

5. Eeview means for securing the desired end in 'silent read- 
ing, 

6. Review methods of teaching oral reading. 

7. Would you make any difference in the method used in 
teaching a child who did not understand English thoroughly, to 
one who did? 



PHONETIC METHOD OE TEACHING READING. 

t 

Notes: This outline is based upon the books and material 
adopted by the state — The Beacon Primer, Readers and Charts. 

Each school should be equipped with a set of the charts. The 
primer and readers should be in the hands of the children. 

Eor Institute work the publishers will furnish to Institute 
Instructors or to teachers, free of charge, copies of the charts in 
miniature. These are useful and convenient. 

About 85% of the words of the English language are pho- 
netic — that is, they are pronounced in accordance with a few sim- 
ple rules. Thus a child taught to read by a good phonetic method 
is given a key that unlocks this large proportion of the words he 
uses and, so far as they are concerned, he becomes independent of 
the teacher. This gives him a power to master new words with an 
independent ease that is most valuable. This method also im- 
proves his articulation and enunciation and is especially helpful to 
children of non-English-speaking parentage. 

The best way to help teachers to put the "Beacon Method" 
into use is for the instructor to organize a model class of children 
and demonstrate with it exactly how to begin and carry on the pho- 
netic work, conducting a round table discussion after each demon- 
stration. 

LESSON I. 

1. Discuss the advantages of keeping separated the phonetic 
work and the reading work in beginning classes. 



COURSE OF STUDY 2S 

2. Discuss the importance of correct sounding of letters, syl- 
lables and words. 

3. Analyze words to get correct sounds of letters as explained 
on page 1 of the Phonetic Chart. 

4. Drill on the correct sounding of letters until perfection is 
gained. 

5. Show how sounds may be taught to children and devices 
for drill on them. 

LESSON- II. 

1. Discuss the first presentation of sounds to children, ex- 
plain the value of the suggested stories used in presenting them 
and learn some of the stories. 

3. Discuss "blending." 

3. Show the superiority of the "Beacon Method's" helpers as 
compared with the families of the older methods. 

4. Drill on the correct formation and pronunciation of help- 
ers as given in the "Phonetic Chart." 

5. Show how words are formed from helpers, learning to do 
this correctly and to present it to the children properly. 

LESSON" III. 

1. Discuss the value of simple games as a help in word and 
sound drills and become acquainted with such games, using per- 
ception and letter cards of the "Beacon Method." 

2. Show the greater relative importance of the short sounds 
of the vowels as compared with the long sounds. 

3. Explain why the short sounds of the vowels are presented 
first and emphasized most strongly. 

4. Explain how to present the long soimds of the vowels as 
given on page 17 of the "Phonetic Chart." 

5. Discuss the absence of diacritical marks in the "Beacon 
Method." 

LESSON" IV. 

1. Discuss the use of the Beacon Eeading Chart, Perception 
Cards, Word Builders, and Primer and show their relation to the 
Phonetic Chart. 

2. Discuss the use of the phonetic tables in the Primer and 
Eeaders. 

3. Explain the advantages of delaying the use of script. 

4. Discuss the application of the child's newly acquired pho- 
netic power to the reading lesson as given on pp. 34 and 35 of the- 
Primer. 



30 . COURSE OF STUDY 

5. Discuss the relation of the First Eeader to the Primer, 
showing how and when it should be used. 

LESSON V. 

1. Give a drill in conducting a class in first presentation of 
Beacon material, using model class or play class composed of the 
teachers themselves. 

LESSON. VI. 

1. Continue drill as in Lesson V. 



PENMANSHIP 



FIRST, SECOND AND THIRD GRADES. 

Prepared by C. P. Zaner, Columbus, Ohio. 

Use the Zaner Method of Writing; Eural Manual, Manual 
Three or Manual Four may be used. 

SUCCESS IK WEITING 

depends upon mental perception and manual performance. To 
thinJc good writing is the prelude to acting good writing. 

Study form carefully and unconsciously the hand will en- 
deavor to record the perception. 

The manual part of writing is more complex than the per- 
cept part and as a consequence the mechanics of execution need 
emphasis. 

The posture of the body, the position of the arm, hand and 
pen, the location and angle of the paper are all vital to success. 

Performance or movement depends more upon position than 
upon any other one thing, therefore the necessity of knowing and 
practicing a good position. 

Good writing is easy to write and easy to read. It is there- 
fore a combination of form and movement. Distinct turns and 
angles make for plainness and arm movement makes for ease, 
grace and rapidity. 

Zaner Method Writing is a fusion of form with freedom, 
with the emphasis upon plainness and ease, rather than upon style 
or peculiarity. 

The lessons are planned upon Exercises for freedom, Letter- 
forms for plainness, and Words and Sentences for application. 
This three-fold division or feature or plan is necessary for success 
and each needs about equal attention. At first exercises need to 
be given the most time but toward the end, sentences need to be 
practiced more than exercises. 

This Outline is intended to cover twelve lesson periods of 
from 40 to 60 minutes each, and upwards of 100 minutes prac- 
tice between lesson periods. 

Either the advanced part of the Zaner Method Eural Manual, 



32 COURSE OF STUDY 

lilaniial No". 3 or Maimal ISTo. 4 may be used, whichever the pupil- 
teacher may have. 

Position must be secured and maintained, the correct rate of 
speed by counting must be established, and the arm movement 
must be employed, if the fullest measure of progress is desired. 

Good Materials, such as pens, holder, paper and ink, are 
necessary. A few cents may be the cause of discouragement 
through the use of inferior materials. 

LESSON ONE. 

'The Fourth and Fifth Weeks' outlines in the Manuals men- 
tioned (Eural or Nos. 3 or 4) constitute the material for study 
and practice for Lesson One and for assignment or home work be- 
fore Lesson Two is attempted. 

Either cover both weeks' assignments in the lesson period and 
review all before the next lesson, or diill the entire period on the 
Fourth Week and assign the Fifth Week for home practice. 

Make sure of correct position, and refer to and drill from 
the Drill Plate exercises as directed from time to time in the 
manual. These exercises are to Writing what the scale is to 
music. Need we say more? 

LESSON TV70. 

The Sixth and Seventh Weeks' assignments in the Man- 
uals provide instructions and copies for Lesson Two. 

Lose as little time as possible in getting to work and then 
practice and study, count and criticise, suggest and illustrate from 
time to time so as to make the time pass quickly and insure im- 
provement. 

The copies in the Eural Manual and Manual 3 are larger 
than in Manual 4 but are similar, therefore, all three may be 
used by different pupils in the same Institute. 

LESSON THEEE. 

The Eighth and Ninth Weeks' outlines of the Manuals are 
given for Lesson Three. Make good use of the Drill Plates now. 
Keep hands from resting on the side. Eight habits rather than 
fine writing are now necessary. Use a free arm movement in all 
practice and apply the same to all writing at your earliest op- 
portunity. 

LESSON FOUE. 

The Tenth and Eleventh Weeks' assignments in the Manuals, 



COURSE OF STUDY 33 

giving drills upon B and R and 1) and r, are intended for Lesson 
Four. 

Make sure that positions are right, that forms are studied, 
and that exercises are practiced at the correct rate of speed. 

Cultivate a light touch of the pen to the paper. 

LESSON PIVE. 

The Thirteenth and Fourteenth Weeks' outlines are suggested 
for Lesson Five. Each lesson, therefore, averages two capitals 
and two small letters, besides preliminary exercises and applied 
practice in the form of sentences. 

Eead the text as well as study and practice the copies. It 
takes both head and hand work to win. A good handwriting is a 
growth and acquisition combined. It takes time and concentrated 
effort. 

Each lesson is a stepping-stone to the next. 

LESSON" SIX, 

The Fifteenth and Sixteenth Weeks' are suggested for Les- 
son Six. The letters are among the easiest to acquire. Make sure 
of rounding turns and sharp angles and at a lively rate of speed. 

Cultivate the art of counting at the correct rate of speed — a 
trifle faster than slower than suggested in the manuals. 

LESSON SEVEN. 

The Seventeenth and Eighteenth Weeks are provided for Les- 
son Seven. These letters are rounding at the bottom instead of at 
the top, and the capitals are but enlarged and slightly modified 
small letters; thus the one helps the other. 

Strive for grace rather than accuracy of form. Miake sure of 
plainness and freedom. 

Considerable practice needs to be done outside of the lesson 
period. 

LESSON EIGHT. 

The material given for the ISTineteenth and Twentieth Weeks 
is well suited for Lesson Eight. Study form and practice move- 
ment. Think and act good writing. Blackboard practice aids; 
improve it. Count rythmically. Learn to criticise constructively. 

LESSON NINE. 

The material for Weeks Twenty-one and TVenty-two is se- 
lected for Lesson Nine. The writing act is more important at this 



34 COURSE OF STUDY 

time than writing as an art. The wilting qualities are important 
in order that the reading qualities may be desirable. 
Study the Manuals carefully, 

LESSON TEN. 

The work for the T'wenty-fourth and Twenty-fifth Weeks is 
suggested for Lesson Ten, As has doubtless been observed, letters 
are presented in familiar or family groups. This leads to com- 
parison and co-operation, the one aiding the other. For instance: 
The small z begins the same as n and ends the same as y. Then, 
too, the small z ends the same as the capital Z. 

Watch endings closely. 

LESSON ELEVEN. 

The Twenty-sixth and Twenty-seventh Weeks comprise Les- 
son Eleven. 

Make sure to practice quite as much upon words and sen- 
tences as upon exercises and letters. 

See to it that materials and position are good. 

Practice with your mind on what you are doing. 

LESSON TWELVE. 

The Twenty-eighth and Tweiity-ninth Weeks finish the twelve 
Lesson course. 

Compare the touch, the freedom, the ease, the grace, and the 
form with your first efforts, Now strengthen the weak places. 

These lessons have aimed to start you on the road to good 
writing, not to complete your work nor to end your progress. 

Skill is necessary in manual arts to show, to convince, to in- 
struct, to inspire. 

The author and publishers of The Zaner Method of Writing 
will be pleased to examine the final specimens of all who pursue 
this course of lessons, either in Institute or individually, and to 
award Certificates whenever the specimens show sufficient skill to 
warrant special recognition. 

Certificates cost fifty cents but no money should be sent until 
the writing has been approved by the publishers. 

Progress and success are assured to all who follow the les- 
sons intelligently and skilfully. 

Good writing is an evidence of efficiency, and that is why, 
other things being equal, the one who writes well will always be 
considered before the one who writes poorly. 



COURSE OF STUDY 35 

DAILY SUGGESTIVE QUESTIONS FOE THE 
TEACHEE TO CONSIDEE. 

Discuss three or four of the following questions each day 
along with the work outlined in each lesson : 

1. What is the correct position of paper on the desk for 
writing? (a) Location; (b) Angle; (c) Shifting. 

2. Discuss the essentials of position: 

(a) The body. 

(b) The arms. 
|c) The hand. 

3. Discuss the length of the writing period. 

4. Discuss the best time of day for the writing lesson. 

5. What is the plan of the Zaner system with reference to 
the number of books and the grades in which they are to be used 
for the rural schools? For the city schools? 

6. What materials would you recommend for teaching pen- 
manship in the first grade? 

7. Discuss the importance of good blackboard work on the 
part of the teachers. 

8. Why should pupils be taught to write upon the black- 
board along with practicing upon paper? 

9. How should pupils stand while writing on the black- 
board; how hold the eraser; how hold the chalk? 

10. At approximately what rate of speed should the oval 
and straight line exercises be practiced in the first grade; in the 
upper grades? 

11. What movement exercises would you give in developing 
capital letter "0" and capital letter "A"? 

12. What movement exercises would you give in developing 
capital letter "P" and capital letter "J" ? 

13. In what classes other than the penmanship class can 
this subject be taught? 

14. Discuss correlation of writing with other subjects. 

15. Using the members of the Institute as a class, have the 
student-teacher conduct a model lesson in penmanship. 

16. What is the advantage of keeping a specimen of the 
writing from each pupil at the beginning or at the end of each 
month ? 



S6 COURSE OF STUDY 

17. What capital letters have the oval as a basis for form? 

18. What exercises would you give in teaching small letters 
"m" and "n"? 

19. What plan would you use in the first and second grades 
in helping pupils to get the motion and direction used in making 
the different letter forms? 

20. As a specimen of your penmanship, write a line of the 
direct compact oval two spaces tall, and the following sentence: 

"This is a specimen of my best penmanship.'' 



ORTHOGRAPHY 



FIRST AND SECOND GRADES. 

Prepared ly Mrs. Nora Brumback, Santa Fe, N. M. 

Eeferences: Eeed's "Word Lessons, New "World Speller, Com- 
mon Sense Spelling Book, Champion Spelling Book, Word Studies, 
Bailey-Manly Spelling Books and the 1915 Institute Manual. 

LESSON L 

SPEECH. 

Is speech in the little child natural or artificial ? Give reasons 
for your answer. 

Name the tone organ ; the articulation organ ; the three fac- 
tors of speech. "When the hrain fails to bring these factors of 
speech into harmonious working order, what disorder follows f 
What is its per cent in individual schools? Is it equally frequent 
with boys and girls? With the Spanish and English? 

What is stammering? Lisping? Give the cause of each. Is 
it the duty of the teacher to correct these? How? 

Drill Exercises: For making the lips facile; for making the 
tongue flexible; for opening the mouth; for correcting nasal and 
head tones. Give and practice good breathing exercises. 

The spelling teacher more than any other is responsible for 
the life of the English language. Shall it die? 

Answer and discuss. Give the healing remedy. 

LESSON II. 

SOUNDS. 

Give the symbol and a key word for the following vocals: 

a: long, short, medial, Italian, circumflex, modified long, 
obscured medial. 

e: long, modified long, short, tilde. 

i: long, short. 

: long, modified long, short, medial, broad. 
00 : long, short. 

w: long, modified long, short, circumflex. 
ou: 

oi: 



38 COURSE OF STUDY / 

Give symbol and key word for the following substitutes: e 
for long fl ; e f or circumflex a ; i and ee for long e ; a, i, and o for 
tilde e; y for long i; y for short i; a for short o; a, au and aw 
for broad a; o, u and ew for long oo; o, u for short oo; ew for 
long u; for short u; e, i and o for circumflex w; ow for ou; 
0?/ for oi. 

Give symbol and key word for the following: 

Subvocdls. Substitute. Aspirates. Substitute. 

b p 

d t ed 

d t 

g k c, ck, q . 

h ch tch 

J g> (ig 

1 
m 

n ng 

n 
r 
th th 

V f ph, gh 

w u wh 

X g^;, gs X ks, cs, cks 

y i 

z s s c 

z (h) si sh ch, ce, ci 

si, ti 

ISr. B. — After the Institute pupils have carefully worked out 
the above charts and they have been verified by Webster's New 
International Dictionary, they should be posted in a convenient 
place for daily reference. 

LESSON III. 

DEFINITIONS. 

Define: word, letter, syllable, sound, vowel, consonant, homo- 
nym, antonym, synonym, vocals, subvocals, aspirates, phonograms, 
phonics. 

What is spelling? What is meant by an alphabet? by a 
suffix, a prefix, an affix? 



COURSE OF STUDY 39 

LESSON IV. 

METHODS. 

Grades one, two and three. 

Proceed slowly; strengthen but do not leave weak spots. 

"When the child realizes that the words he has learned to read 
are made up of letters and has learned the ordinary sound values 
of these letters it is time to take spelling as a distinct subject. 
This is usually the last part of the first j^ears. 

Training hoiv to study spelling: time devoted to spelling 
must be used by teacher and pupil together. During first and 
second year do not assign lessons for independent study. In pre- 
senting words and drilling make it bright and full of interest. 
Build words and sentences with available material (Institute name 
some easily obtained) ; look at the letters of a word then close the 
eyes; underline with colored cra3^on difficult combinations; build 
from a common phonogram. Suggest other interesting ways. 

Phonetic words form the sensible beginning for spelling. 
Write a dictionary list of fifty phonetic M'ords for use in a first 
grade class. Give examples of un phonetic words. Keep for future 
use. 

How should the names of letters be taught? The phonic 
group? The syllable sense? Vowel combinations? How to use 
directions? Give class illustrations. Do not attempt to teach 
spelling incidentally. 

LESSON V. 

DEVICES, DEILLS, REVIEWS. 

"The smallest word has some unguarded spot, 
And danger lurks in i without a dot." 

Take c out of once and what word have you? 

Notice how easily clothes is made from cloth. 

What are the two short words in forget ? Contrast the mean- 
ings. 

Final e converts a short vowel into a long one. Illustrate. 

Eind ten words in which n is pronounced ng, beginning with 
the hands and feet. 

The follow-up process is an effective review. Note all mis- 
spelled words in written work and bring forward in daily use. 
Use a Blunder List. 



40 



COURSE OF STUDY 



Secure vocabulary of school environments. Submit lists for 
correction. 

What words do you use in speaking of the national game? 
Write twenty-five words that a visit to the corner grocery sug- 
gested to you. 

Associate piece with pie, ear with hear, eat with meat, where 
and there with here, vegetable with table, and the child will never 
forget them. Suggest others. 

Have plenty of oral spelling. Make it interesting. Do not 
pronounce a misspelled word to the next pupil, but let the class 
"catch it. Have turning down, passing the head, pronouncing con- 
tests, action exercises, word hunts and word v/riting races. Dem- 
onstrate each. Aim at correct syllabication, enunciation and use. 



LESSONS VI AND X. 
The way to learn to spell is to practice spelling. 

WEEK-END SPELLING CONTEST. 



absence 


baptism 


chanced 


ditch 


faucet 


actual 


basin 


charcoal 


doubt 


favorite 


address 


beaver 


charmed 


dredges 


fetch 


adult 


begrudge 


chorus 


dried 


finery 


affair 


behavior 


cinnamon 


drooped 


fireplace 


afternoon 


billion 


circuit 


dropped 


- firkin 


agreeable 


bluing 


cleanse 


drowsy 


fixture 


alcohol 


bomb 


climax 


dwarf 


flavor 


almond 


boundary 


comic 


dyeing 


flicker 


almost 


bouquet 


conceit 


energy 


florist 


American 


brakeman 


concern 


essay 


forfeit 


anchor 


bruise 


contrary 


examine 


fortune 


anxious 


buffalo 


courage 


example 


fragrant 


appetite 


burrow 


court 


excursion 


freckle 


artery 


business 


crack 


exhaust 


frightened 


asphalt 


calico 


cuddle 


exhibition 


frigid 


athletic 


cambric 


curious 


expense 


fulfill 


attention 


Canadian 


currant 


explode 


furnish 


attic 


capital 


declare 


factory 


gambol 


attractive 


carnation 


diary 


falsehood 


garbage 


axle 


caterpillar 


disappoint 


familiar 


garment 


baggage 


cereals 


disease 


famous 


genial 


bargain 


chairman 


display 


fashion 


geography 



COURSE OF STUDY 



41 



giggle 


materials 


positive 


section 


tarnish 


gleam 


medicine 


possible 


seize 


tassel 


glimpse 


method 


postscript 


serials 


tennis 


gospel 


mineral 


poultice 


serious 


terrible 


grammar 


minister 


poverty 


settlement 


thorough 


growth 


mischievous 


presently 


shepherd 


tidings 


grumble 


mixture 


preserves 


shield 


tonic 


hammock 


modern 


privations 


shrivel 


torment 


hardships 


molasses 


problem 


sickle 


tower 


handkerchief morsel 


profit 


sieve 


trapper 


height 


mortar 


pshaw 


silken 


treasures 


herbs 


mucilage 


query 


simplify 


trifle 


hosiery 


natural 


quire 


snatch 


trowel 


honor 


necessary 


quotient 


society 


tutor 


hymn 


nicety 


radish 


soldier 


tying 


ignorant 


nimbly 


rapidly 


soot 


• upholsterer 


immediate 


nobody 


raspberry 


sorrel 


urchin 


infancy 


northern 


really 


southern 


utensil 


initial 


nursery 


recipe 


spectacle 


vacation 


injurious 


. offence 


rein 


spinning 


valuable 


innocent 


offered 


remember 


splendid 


vanilla 


interrupt 


operate 


reptile 


squeak 


vanished 


invitation 


opinion 


resolution 


stamen 


vapor 


justice 


opposite 


restored 


stationery 


vegetable 


ladle 


pamphlet 


rifle 


statue 


vexation 


lapel 


parasol 


rivulet 


steadily 


villain 


latchstring 


partial 


rogue 


steward 


violin 


lawyer 


passenger 


ruin 


stirred 


visitor 


lazily 


pathway 


rural 


stomach 


volunteer 


league 


patriot 


sable 


stored 


wafer 


lief 


peaches 


salad 


strangle 


wealthy 


linear 


pedal 


salary 


student 


weapon 


lining 


perform 


savage 


suburb 


whither 


liquid 


permission 


savory 


suddenly 


wholesale 


loiter 


persuade 


scarcity 


suggest 


wicket 


macaroni 


photograph 


scenery 


surplus 


windows 


magazine 


pickles 


scholar 


system 


worship 


mandolin 


platforms 


scour 


tailor 


wrench 


mantle 


policy 


scythe 

youth 


tanned 


Yankee 



42 COURSE OF STUDY 

LESSON VII. 

KULES. 

Give the general rule for syllabication in the Spanish lan- 
guage. Affirmative and negative rules for Spanish capitalization. 

Give two rules of spelling for final y. Examples and ex- 
ceptions. 

Give four for final e. Examples and exceptions. 

Give two other rules. 

Give and explain how you would teach important rules for 
syllabication; for English pronunciation; for accent. 

Eules for forming derivatives are most important. Illustrate. 

LESSON" VIIL 

MISCELLANEOUS. 

How may pupils be helped in spelling by the association of 
sound? By the association of form? By habit? 

A wonderful thing is a written word, but is it as wonderful 
as a spoken word? Discuss. 

Was there ever a time in the history of man when there was 
no language? When there was a common one? 

The Indo-Germanic family of languages includes seven dis- 
tinct branches. Name them, briefly explaining each. 

Give the sources of the English vocabulary. Of the Spanish. 

What is the psychology of spelling? 

What part does memory play in spelling? The ear, the eye, 
and the hand? 

What would you consider a proper incentive to study spelling? 

What is the importance of personal lists? How should they 
be used? Which is of greater importance, the speller or the 
reader? Give reasons for your answer. 

There are five ways by which the meaning of a new word may 
be taught. (1) By using it in a sentence; (2) By definition or 
description; (3) By giving a synonym or the antonym; (4) By il- 
lustrating with object, action, or drawing; (5) By Etymology. 
Illustrate. 



COURSE OF STUDY 



43 



LESSON IX. 



WORDS OTHER THAN" ENGLISH. 



Pronounce, spell, translate and give the meaning of the fol- 
lowing Spanish words: 



recapitulacion 

sombrio 

asno 

doble 

timpano 

tierra 

chispa 

nacion 

Judio 

gobierno 



remo 

instruccion 

cortes 

cliente 

docucento 

iglesia 

predicador 

cancion 

barco 

cano 



deslnstraso 

convcnio 

frances 

Grecia 

lapon 

Sena 

nilo 

moro 

Mejico 

Liorna 



Foreign words and idioms in common use. 
meaning and tell the language : 



Londres 

nogal 

vals 

tedioso 

mala yerba 

carretero 

zocalo 

dias 

nuez 



Pronounce, give 



Ad libitum 
Alma mater 
Bona fide 
Extempore 
Finis 

Habeas corpus 
Prima donna 
Carte blanche 
Pro rata 
Sine die 
Sub rosa 



Per annum 

In toto 

Au revoir 

E pluribus unum 

Adobe 

Expose 

Eclat 

Beau monde 

En route 

Esprit de corps 

Qui vive 



ISTom de plume 

Savant 

Table d'hote 

Tete-a-tete 

Aufwiederschen 

Mariana 

Tamale 

Mandamus 

Adios 

Fete 



OETHOGRAPHY 

THIRD GRADE. 

Mrs. Nora Brurriback, Santa Fe, New Mexico. 

References : Tbe New Mexico edition of Reed's Word Les- 
sons, Common Sense Spelling Book, New World Speller, Cbam- 
pion Spelling Book, Word Studies, Bailey-Manly Spelling Books, 
and tbe 1915 Institute Manual for New Mexico. 

Note : The exercises may constitute another day's lesson 
when necessary. 



44 COURSE OF STUDY 

LESSON I. 
SPELLING. 

A few minutes each day should be used for spelling as a dis- 
tinct subject in primary grades. How would you teach words 
that contain an unusual sound value? How would you teach the 
vowel letters? The consonant letters? What use may be made 
of the phonic group? Should the child know the names of all 
the letters before beginning to spell? Why so? At what time 
should the child begin spelling as a distinct branch? 

ExEECISE 1. 

Give words containing the unusual sound value of eigh, aul, 
aug, ould. 

Hlustrate ordinary sound values. 

Write the vowels. Name the consonants. 

How many Spanish vowels? Name them. 

Form five words from each of the following phonic groups: 
ash, em, ing, og, utter. 

LESSON IL 

DICTIONAEY KNOWLEDGE. 

What three important things does the dictionary teach? Ex- 
plain the index words. 

What Webster wrote the Webster dictionary? 

Name two other dictionary authors. 

What should a school board know about a dictionary before 
purchasing one for the school? Why? 

What should the teacher know in order to gain the greater 
value from it? 

What grades can use the dictionary? 

How should its use be taught? 

Exercise 2. 

Make your own dictionary lists. Sew or paste together the 
necessary number of leaves to give one page to each letter. Paste 
one letter at the top of each page, following the alphabet order. 
Make copies of the words of lessons after they have been learned, 
giving each child a copy to cut up. Paste the words, under their 



COURSE OF STUDY 45 

proper initials. It will be alphabetical only for one letter, but 
this gives the fundamental idea and is enough for little ones' use 
for finding words and for review lists. 

LESSON III. 

SYLLABICATION. 

What is meant by a syllable? Name and define four kinds. 
Contrast the Spanish and English. How would you develop the 
syllable sense in a first grade pupil? 

Give your method of teaching two-sjdlabled words to a Span- 
ish-speaking child. 

Name important rules of syllabication. 

Discuss the importance of teaching the child to spell by syl- 
lables. 

Wliat is accent? Name and define the kinds. 

Exercise 3. 

"Write five mono-syllabic words, each having a different long 
vowel sound, and name the phonic group of each. 

Write five dis-syllabic words representing the five short vowel 
sounds. Separate into syllables. 

Write five tri-syllable words and three poly-syllable ones. 
Separate into syllables and place the accent. 

A syllable never ends with soft g unless a d is before the q.. 
Prove. 

LESSON IV. 

PRONUNCIATION. 

Define pronunciation. Wliat is the standard authority in 
pronouncing words? 

Make and name ten symbols that serve as guides in pro- 
nouncing. 

Give the derivation of the word diacritical. 

To correctly pronounce a printed word, what three things 
must be known? 



46 



COLTRSE OF STUDY 





Exercise 4, 






PEONUNCIATION CONTEST. 




bouquet 


research 


romance 


automobile 


inquiry 


vehement 


route 


squalor 


impious 


water 


suite 


recess 


Iowa 


lamentable 


creek 


illustrate 


meningitis 


rise (n) 


maniacal 


politic 


finance 


de^'picable 


often 


pronunciation 


appendicitis 


accent (v) 


almond 


contrary- 


Arab 


accent (n) 


teleg^rapher 


forehead 


Canish 


discourse 


gallant 


chauffeur 


docile 


mischievous 


alternate 


depot 


frontier 


precedent (n) 


mustache 


salmon 


legislative 


gross 


acclimated 





Do not attempt to pronounce until Webster has been con- 
sulted. Separate into syllables and mark the letters and the ac- 
cent. 

LESSON V. 

DEFINITIONS. 

Define alphabet, etymology, word, sentence, phrase, letter, 
sound, diphthong, synonym, antonym, consonant, group, excep- 
tions, abbreviations. 

ExEECISE 5. 

Recite at least two alphabets. 

How many distinct meanings can you give for the word post? 
Write twenty-five derivative words obtained from it. 

Write five sentences introducing homonyms. Five phrases 
using synonyms. 

Write antonyms for love, happy, down, death, morning. 

Give words using the following consonant groups: ch, tcJi, 
pli, gh, ivh, sh, dg. 

Give seven exceptions to the "y" rules. 

Write the abbreviations for the months of the year, the days 
of the week, and for ten states. Give the months and days in 
Spanish. 

LESSON VL 



Eeview lessons that the Institute was weak in and bring up 
unfinished work. 



COURSE OF STUDY 47 

ExEECISE 6. 

Conductor to give a one-hundred-word spelling contest. Se- 
lect words from the state text book in spelling. Use the New 
Mexico edition. 

LESSOK Vl'l. 

MISCELLANEOUS, 

Give and illustrate examples of imperfect pronunciation. 
What is the teacher's duty concerning these? 

How may a teacher be the cause of a pupil stammering? 

Discuss peculiarities of speech. Is it racial? 

Of what value is a spelling book? 

Give groups of misused words. ^ 

ExEECISE 7. 

Only one English word ends in sede, three in ceed, all other 
words of this class end in cede. Give the examples. 
Write these numbers correctly in words: 

1 7 11 19 38 90 9th 47th 

2 8 14 22 49 1st 24th 79th 
4 9 18 34 84 4th 38th 96th 

Caution: Use the hyphen with care. Pronounce each of 
the following words in two wa5'-s and tell the difference in mean- 
ing: desert, increase, impress, contract. 

LESSON VIII. 

WOKDS. 

Define a simple word; a compound word; a primitive word; 
a derivative word. 

What is a suffix? A prefix? 

What is formed when two words are made into one by omit- 
ting one or more of the letters in one of them? 

ExEECISE 8. 

Mark, pronounce and define, in two ways, the following 
words : use, live, slough, wind, row, wound, lead, bow, lower, tear, 
read, tarry, house, mow. 

Name five suffixes meaning small. Give examples. 

Can a thing be very unique? Why? 



48 COURSE OF STUDY 

Why is it wrong to say "a couple of days"? 

When do you pay bills? When settle accounts? 

Does one climb or crawl down a precipice? 

Use the following prepositions correctly : of, in, with, at, to. 
Show their incorrect use. . 

Define and pronounce correctly the following new words: 
dirigible, pedometer, kinetoscope, insurgent, chauffeur, referendum, 
garage, aviation, semester. 

LESSOIT IX. 

PECULIAEITIES. 

In some words e, t or o before a final Z or n is often not 
sounded, and the I or n serves as a vowel. How is this shown? 
What is the symbol called? 

What three consonants are never doubled? 

Can each of the vowels be doubled? 

Is there a relation between lark and larkspur? Between Cali- 
cut and calico? Between dove and columbine? Explain. 

You speak of india ink, oxford shoes, guinea fowls. Why 
should not the first part of each of these compounds begin with a 
capital ? 

Explain the use of the diaeresis. 

Exercise 9. 

Give five examples of the voice glide. Place the diaeresis cor- 
rectly in phaeton, reenact, aeronaut, coordinate, aerial, zoology. 

Give words illustrating the doubling of each vowel. 

There are two r's in referred; why not in reference? Why 
is e retained in hoeing? 

Prove that words ending in cal are adjectives; those in cle 
are nouns. 

Words containing ph or rh in the same syllable are of Greek 
origin. Give examples. 

Give the capital letter rules used in the Spanish language. 
In the English. 

LESSON X. 

THE SPELLING LESSON. 

Is English spelling a difficult subject? Give and illustrate 
five reasons for your answer? 



COURSE OP STUDY 49 

Why and how do pupils differ in their spelling memory? 
The business of the teacher is to find the best method of ap- 
proach in spelling for the class as a whole. Instructor to illustrate. 

Exercise 10, 

Write a twenty-five-word paragraph on the subject of Les- 
son X. Correct. 

LESSON XL 

GENEEAL. 

What is meant by a negative prefix? Explain silent letters. 
What is a double consonant? Explain word making. 

ExEECISE 11. 

Prefix dis to obey, belief^, satisfied, oblige. 

Prefix U7i to earth, couple, bosom. 

Prefix in or im to correct, modest, visible, polite. 

Define each of the eleven words before and after adding the 
prefixes. 

Supply the missing silent consonants in dou-t, ple-ge, ya~t, 
lis-en, hym-, -erb. 

Find the hidden words in frolicking, signature, colonel, dur- 
able, dearth. 

LESSON XII. 

REVIEW. 

LESSON XIII. 
Spanish. 

How many sounds for g, c, a, n. Illustrate each. 
Explain strong and weak vowels. 
Make and name punctuation marks. 
What attention do you give to Spanish? 
Are we educating the Spanish child when we instruct him 
wholly in a language other than his mother tongue? Discuss. 

Exercise 13. 

Translate into Spanish: 

"Thirty days hath September, 
April, June and November," 
"I am as black, as black can be." 



so COURSE OF STUDY 

LESSON XIV. 

CONTKACTIONS. 

Analyze the word contraction. 

What rules govern such words? 

Is it good form to use them? 

Distinguish between contractions and diminutives. 

Does the Spanish language admit of contractions? 

Exercise 14. 

Give the equivalent for ne'er, e'er/ e'en, o'er, it's, sh'an't, he'd. 
Give ten other contractions. 
Is won't a true contraction? 

LESSONS XV AND XVI. 

Instructor to give a list of fifty words taken from the first 
and second readers that are often confused, and instruct as tc 
best methods of teaching them. 

Exercises 15 and 16. 
.' ' Institute take notes on the above. 



GRAMMAR AND COMPOSITION 



FIRST AND SECOND GRADES. 

Prepared hy Miss Jean Forsyth, New Mexico State Normal, 
Silver City, N. M: 

Kittredge and Farley's advanced English Grammar and Scott 
and Sonthworth's Lessons in English, Book II, are the texts used. 
Any modern and advanced English Grammar, however, will serve 
as a text for the first ten lessons. Goldwasser's Methods of Teach- 
ing English will be a helpful reference to the remaining lessons. 

LESSON I. 

KINDS OF SENTENCES. PARTS OF SPEECH. 

1. Discuss the meaning of the following terms as found in 
the study of grammar: grammar, language, analysis, diagraming, 
parsing, inflection, syntax, construction. 

2. Study kinds of sentences. Illustrate each kind from your 
own conversation and from books and magazines. 

3. Note the simple subjects and predicates of these sen- 
tences; the complete subjects and predicates. 

4. Name and define the parts of speech. The Instructor 
will find it profitable to give some time to rapid drill in naming 
the parts of speech in sentences. 

5. Write sentences illustrating the use of the following words 
as indicated: 

well: as adverb, noun, adjective. 

fast: as adjective, adverb, verb, noun. 

high : as adjective, adverb. 

round : as adjective, adverb. 

last: as adjective, adverb, noun, verb. 

6. Introduce phrases and clauses as substitutes for parts of 
speech. Study the noun phrase, the verb phrase, the adjective 
phrase, the adverb phrase and note their likeness to the noun, verb, 
adjective and adverb. 



52 COURSE OF STUDY 

LESSON II. 
SENTENCE BUILDING. 

1. Illustrate the use of complete and incomplete verbs. Make 
a list of ten copulative words. Explain the difference between 
complete and copulative verbs. 

2. Name and illustrate the three kinds of complements. 
Why is subjective complement a better term than attribute com- 
plement? Write sentences containing predicate adjectives and 
predicate nouns. 

3. Note the essentials of a sentence. 

Study the modifiers of these essentials. The system of mark- 
ing sentences by under and overlining is much superior to the old 
line sj'stem of diagraming for these two reasons: the sentence is 
left intact and may be read with ease, and only that portion of a 
sentence under study need be marked. The instructor should de- 
vote some time to the teaching of this simple method of diagram- 
ing, paying attention to the reason for the use of certain lines for 
certain offices of the sentence. This system of marking is only a 
short method of analysis, therefore the attention should be massed 
on the relationship of words in the sentence and not to the mark- 
ing of every word. 

4. Correlate the study of clauses as modifiers with their 
study as parts of speech. Write sentences illustrating the nine 
different kinds of modifiers. The student will find the summaries 
at the end of each chapter very helpful in review. 

5. The instructor may find it wise to devote a limited 
amount of time to rapid drill in sentence analysis at this point. 

LESSON III. 

INFLECTION OF NOUNS. DECLENSION. 

1. Study classes of nouns: common and proper; concrete, 
abstract, collective, compound. 

2. Consider the properties of the noun: its inflection, per- 
son, number, gender, case. 

3. Person and Number. Note that the person of a noun is 
determined by the sense of connection. Write sentences contain- 
ing nouns in first, second and third persons. Eeview rules for 
writing plurals. 

4. Gender and Case. Illustrate all uses for the nominative 
ease. The instructor should note the use of the independent or 



COURSE OF STUDY 53 

absolute nominative; tlie vocative or nominative of direct address; 
the exclamatory nominative as Avell as more ordinary uses of this 
case. 

Eeview rules for the formation of the possessive. Note the 
increased use of the possessive. 

Illustrate all the uses of the objective case. Explain careful- 
ly the cognate object, the adverbial objective, the object in appo- 
sition, the subject of the infinitive. The instructor should require 
a number of illustrations of each use of the objective. The class 
may bring in lists of sentences taken not from grammars but from 
conversation and reading matter. 

Ten or fifteen minutes should be given to the parsing of 
nouns. 

LESSON IV. • 

1. Eeview classes of pronouns, definitions and list of pro- 
nouns in each class. 

2. Decline the personal pronouns. 

3. Note difference between conjunctive and relative pro- 
nouns. Illustrate in sentences. Decline the relatives. 

4. Note rules for agreement of pronoun and antecedent. 
Make a list of common errors in this respect. 

5. Eeview case of pronouns by drill in sentences. Correct 
many errors of ordinary speech. 

6. Explain the use of the Indefinite — the adjective pronoun 
or the pronominal adjective. Note the number of everybody, all, 
every one, anybody, somebody, etc. 

7. Study restrictive or additive and non-restrictive clauses. 
Note punctuation. 

■ 8. Devote some time to drill in parsing pronouns. The in- 
structor may prepare a list of sentences containing blanks which 
the class will fill with I or me, he or him, they or them, who or 
whom. 

LESSON V. 

ADJECTIVES AND ADVEEBS. WORDS AND PHRASES. 

Eeview classes of adjectives and adverbs and discuss methods 
of teaching pupils to distinguish. 

2. Notice the special rules for the use of a and an. 

3. Eeview comparison and call attention to the proper use 
of comparative and superlative in speech. 

4. Discuss methods of distinguishing between adverbs and 



54 COURSE OF STUDY 

adjectives in sentences like the following: The fire burns bright. 
The fire burns brightly. 

5. Study adjective and adverb phrases as adjectives and 
adverbs. 

6. Eeview rules for punctuation — the use of comma and 
semicolon. 

LESSON VI. 

INFLECTION OF VEEBS. CONJUGATION. 

1. Eeview classification of verbs — transitive and intransi- 
tive. Note that verbs transitive in one sense may be intransitive 
in another. What are factitive verbs? 

2. Distinguish between the copula and the auxiliary. 

3. What are weak and strong verbs? Eedundants and De- 
fectives? Impersonal verbs? 

4. Eeview rules for the agreement of subject and verb. Il- 
lustrate with sentences containing compound subjects, collective 
nouns as subject and verb^ as: The father as well as the children 
is here. 

5. Eeview carefully rules for the use of shall and will, sliould 
and would. 

6. Discuss the use of the passive voice in composition, as in 
the sentence: They were given their freedom. 

7. Make a practical review of the subjunctive and potential 
moods. 

8. Eeview sequence of tenses in subordinate clauses. 

9. The class should be able to write the conjugation of any 

LESSON VII. 

INFINITIVES AND PARTICIPLES. 

1. The Infinitive and the Participle are both verbs; the for- 
mer is used as a noun, the latter as an adjective. The verb form in 
ing, if a noun, as in the sentence : "My going there depends upon 
my father giving his consent," cannot be a participle and must be 
an infinitive. 

2. Note the two forms of the Infinitive: (1) with to and 
(2) in ing. Define the Infinitive and form it of any ten words. 

3. The following items are worthy of attention: (1) The 
preposition to is not part of the infinitive, but its so-called sign. 
(2) the infinitive is found in verb phrases with will, shall, may, 



verb. 



COURSE OF STUDY 55 

can, must, etc., as in the sentence: I must go. (3) The infinitive 
has two tenses. (4) The infinitive has three uses. 

4. Study the infinitive in all its different uses or construc- 
tions. 

5. Eeview participles and illustrate all the different con- 
structions for the participle. 

LESSON VIII. 

PREPOSITIONS, CONJUNCTIONS, INTERJECTIONS. 

1. Eeview uses of prepositions. Note that many preposi- 
tions are also conjunctions and adverhs. 

2. Discuss the compound preposition. 

3. Eeview classes of conjunctions. 

4. Distinguish between conjunctions that merely join and 
those which have an adverbial meaning as well. 

5. Make lists of correlatives. 

6. Distinguish between the real interjection and nouns or 
other parts of speech used in exclamation. 

LESSON IX. 

CLAUSES AS PARTS OP SPEECH. 

1. Discuss methods of presenting the subordinate clause as 
a part of speech. 

2. Eeview adjective clauses, introduced by relative pronouns 
and relative adverbs; adverbial clauses introduced by conjunctive 
adverbs and conjunctions. 

3. Note classification of adverb clauses. 

4. Eeview all the constructions which noun clauses may as- 
sume. 

5. The instructor should call for many examples of complex 
sentences taken from both spoken and written discourse. 

LESSON X. 

ANALYSES, PARSING, PUNCTUATION. 

1. Discuss the purpose of sentence analysis. Show that the 
anal5'sis of a sentence may be understood by a student of any 
grammar text, while too much dependence upon any one system of 
diagraming puts him at a disadvantage. 



56 COURSE OF STUDY 

3. Analj'^ze sentences of varying degrees of difficulty. 

3. Is there much value in the minute analysis and parsing 
of long sentences? 

4. Pay especial attention to correct usage of adverbs and 
adjectives. 

5. The instructor should give as much time as can be spared 
noting the constructions of words in sentences. Parse the nouns, 
pronouns, and verbs of sentences used in previous drills. 

6. Note the principal uses of the four main marks of punc- 
tuation, the comma, semicolon, colon, dash. 

7. The instructor may assign a page from any text to be 
used as the basis for drill in explanation of the use of punctuation 
marks. 

LESSON XI. 

LANGUAGE IN THE PRIMARY GRADES. 

Materials: (1) Subject for conversational exercises. (2) 
Stories. (3) Pictures. (4) Nature study. (5) Manual training. 
(6) Heading Lessons. (7) Poems. (8) Songs. 

1. Suggest subjects for conversational lessons, subjects most 
intimately connected with the life of the child. 

2. Discuss suitable stories, legends and fables for primary 
pupils. 

3. Get the names of suitable pictures for language work. 

4. How may the nature study work and the manual training 
be utilized for language lessons? 

5. Discuss suitable poems and songs for primary grades. 

LESSON XII. 

LANGUAGE IN THE PRIMARY GRADES. METHODS. 

1. Oral expression should predominate during the first two 
years, and should occupy a prominent place in the next two years. 
The fault of much language work is that the teacher talks too 
much, the pupils not enough. Discuss methods of conducting 
conversational exercises to overcome this fault. How shall the 
teacher correct errors in speech? How shall she assist the child 
in enlarging his vocabulary? 

2. Stories should be told by the teacher and reproduced 
orally by the pupils. The teacher may assist by questions if nec- 
essary. 



COURSE OF STUDY 57 

3. Pictures frequently suggest stories and offer good material 
for conversational and reproduction exercises. 

4. Poems and songs are memorized. 

5. The first written language work should be given under 
the direct supervision of the teacher. Single sentences are first 
written and attention paid to form, penmanship, the beginning 
capital, the period. 

6. The iniitructor may very profitably conduct model recita- 
tions illustrating the proper way to conduct the lessons suggested 
above. 

LESSOK XIII. 

LANGUAGE IN THE INTERMEDIATE GRADES. MATERIAL. 

1. Every lesson should present material for language work 
in the third, fourth, fifth and sixth grades. Geography, history, 
literature, nature study, manual training, domestic science and 
art, literature, the material presented at the daily assembly hour 
should furnish the bulk of material used in the language lessons. 
How may this be done? 

2. Oral work should not be neglected. The teacher must 
use tactful methods of correcting errors in speech. Suggest meth- 
ods. Encourage the child in enlarging his speaking and writing 
vocabularies. How ? 

3. Attention should be paid to form in the written work. 
The compositions should be very short, and very carefully written. 
Long rambling themes, poorly punctuated and carelessly con- 
structed, no matter how original, are out of place in these grades. 
Why? 

4. Drill on capitals and punctuation until the habit of cor- 
rect writing is fixed. How teach marks of punctuation? 

5. Discuss the paragraph. How teach paragraphing to the 
fourth grade? 

6. Have pupils memorize poems and songs. A helpful exer- 
cise consists in writing these poems from memory, paying attention 
to the markings. 

LESSON xiy. 

ORAL COMPOSITION AND LITERATURE IN THE GRAMMAR GRADES. 

1. Oral work in composition must have its place even in the 
upper grammar grades. We talk much more than we write. En- 
courage conversation in the assembly hour, using current events 



58 COURSE OP STUDY 

and topics of common interest as a basis. Short five-minute talks 
on "How to bnild a coop/' "How to test yeast," etc., will correlate 
the industrial and composition work. Brief arguments assist in 
organizing thought. Eecitations should be given in complete 
sentences. 

2. What are the aims in oral composition? 

3. Literature should serve as material for composition work. 
The teacher should read to the class, the class to each other and 
her. Encourage freedom of expression and an interested happy 
attitude toward what is read. Make it familiar. 

4. Selections should be memorized and recited. 

LESSOR XV. 

METHOD OF EEPEODUCTION". 

1. Oral reproduction. (1) The pupils may retell the story 
with or without the assistance of the teacher's questions. In 
what grades would the teacher question? What is the value of 
this exercise? 

(2) Of what value is dramatization? Discuss methods of 
dramatizing a story. How much freedom should be allowed the 
pupils in supplying the conversation? 

2. Written reproduction. (1) Dictation. What are the two 
methods? In what grades is this exercise frequently used? What 
is its value? (2) Copying. Of what value is copying? Why 
should accuracy and exactness in form be insisted upon? 

LESSON" XVL 

THE USE OF THE MODEL. 

The model should be used in composition work from the 
fourth grade through to the eighth. 

1. In the fourth grade the aim should be to imitate the 
model as such. It should be presented and studied with a view 
toward its imitation. The models should be very carefully graded. 

2. The models may be (1) in description, a single object as 
a desk, a bookcase; (2) in narration, a fable, a story; (3) in ex- 
position — ^Itow to play a game, how to bake a cake. 

3. What is the value of the model in the fourth grade? 

4. In the fifth and sixth grades the model may be studied 
with a view to guidance in original work. The child should know 
the subject for his original composition- while he is studying' the 



COURSE OP STUDY 59 

model. This subject should be similar to the s-ubject of the model. 
5. Toward the end of the sixth year there should be less 
study of the model and more attention paid to original compo- 
sition. 

LESSON XVII. 

WRITTEN COMPOSITION. 

1. An important consideration in composition work is the 
subject. Subjects should be concrete, personal, definite. Criticise 
the following subjects: When father was a boy. The first money 
I ever earned. A narrow escape. My first prize. Character. The 
wonderful fountain-pen. Courage. 

2. Form. Attention must be directed to proper capitaliza- 
tion, spelling, punctuation and paragraphing. Discuss methods 
of increasing vocabularies. What attention should be paid to sen- 
tence structure, to the co-ordination and subordination of parts? 

3. Too critical attention to form will prevent free expres- 
sion; slovenly work, however, should never be accepted. Do not 
lose sight of the necessity of drilling on common errors of speech. 

4. The child should feel that his teacher appreciates and en- 
joys his composition, hence the correction of compositions should 
be carefully done. Suggest and discuss methods of correcting 
themes. What should the child get from these corrections? . 

5. Goldwasser suggests the following devices for composition 
exercises: (1) Unfinished Stories. (3) Imaginary Adventures. 
(3) Description of Pictures in Poems. (4) The Picture Gallery. 
(5) Imaginary Autobiographies. (6) Dramatic Compositions. 
(7) Moving Pictures. (8) The Class Newspaper. (9) Geogra- 
phy. 

LESSON XVIII. 

LETTER WRITING. THE FORMS OE DISCOURSE. 

1. In what grades does letter writing form part of the com- 
position work? What is the particular value of the letter as an 
exercise in composition? What attention should be paid to form? 
What should the content be in different grades? How make let- 
ter writing interesting to pupils? 

2. In the grammar grades the four forms of discourse should 
be recognized as such — and the compositions classified. Literature 
read in class should also be identified with one of the four forms. 



60 COURSE OF STUDY 

LESSON" XIX. 

METHODS OF TEACHING GRAMMAR. 

1. The Course. The teacher should prepare a course in 
grammar which gives due emphasis to important things. The 
grammar presented in the seventh and eighth grades is usually 
too abstruse, hence impractical. 

2. What things are most essential in the study of grammar? 
Where should the study of the element of a sentence be introduced? 
What is supposed to be the aim in teaching technical grammar? 
Why is grammar a dry subject? How can it be made interesting? 

3. Grammar should be taught inductively. Illustrations 
should be taken from daily speech. 

4. Write an outline for five lessons in grammar. (1) The 
compound sentence. (2) The transitive verb. (3) The Infinitive. 
(4) The Adjective Phrase. (5) The Attribute Complement. 

LESSON XX. 

A REVIEW. 

' 1. Text Books. Nothing assists a teacher so much as a 
knowledge of the contents of a number of different texts. Know 
how different grammarians dispose of difficult points. 

2. Do you know when to use who and when whom? Note 
in Lesson XX of the course for third grade certificate. 

3. Do your pupils answer with a rising inflection? Many 
teachers are guilty of this habit. 

4. Can your pupils write a good examination? Do they 
know about margins, the proper numbering of questions, how to 
paragraph ? 

5. Do you waste time in useless diagraming and lengthy dis- 
cussions of minor points? 

6. Will your pupils be able to apply their knowledge of gram- 
mar when they reach the high school? 



ENGLISH GRAMMAR 



THIRD GRADE. 



Prepared hy Miss Jean Forsyth, New Mexico State Normal,. 
Silver City, N. M. 

Any English Grammar will serve as a text for the following 
lessons. Each teacher should have a copy of Scott-Southworth 
Lessons in English, Book II, 

LESSON L 

THE RELATION OF LANGUAGE AND GRAMMAR. 

1. Wliat language or languages do your pupils speak? 

2. Do you know a language other than the English? Do 
you know its grammar? 

3. Does the language make the grammar or the grammar 
the language? Which should be taught first? Why? 

4. Define (1) Grammar, (2) language,, (3) letter, (4) word, 
(5) sentence. 

5. Of what value is the study of language? Of grammar? 

LESSON IL 

MATERIAL FOR LANGUAGE LESSONS. 

1. Make plans to show how you woiild use the following ma- 
terial for language work: (1) Observation. (2) Nature Study. 
(3) Stories. (4) Pictures. (5) Poems. (6) Games. (7) Head- 
ing Lessons. (8) History. (9) Letters. (10) Industrial work. 

2. Where and how can you get the above material? 

LESSON III. 

FORMAL LANGUAGE WORK IN THE GRADES. 

1. When should the first writing be done? 

2. Why should accuracy and exactness be the aim rather 
than originality in the first written composition work? 



62 COURSE OF STUDY 

3. Give the general rules for punctuation and capitaliza- 
tion, and discuss methods of teaching. 

4. Plow do you correct errors of speech made by the younger 
pupils ? 

5. When should you teach paragraphing, and how? 

LESSON IV. 

SENTENCES. 

1. How are sentences classified as to meaning? Define and 
illustrate each class. 

6. Sentences are (1) simple, (2) compound, (3) complex. 
Define and illustrate each. 

3. Define and illustrate the clause: (1) Independent, (3) 
dependent, (3) subordinate. 

4. What kind of connectives are used (1) in complex sen- 
tences, (2) in compound sentences. 

5. Review rules of punctuation for each kind of sentence. 

6. What are (1) adjective clauses, (2) adverb clauses? Il- 
lustrate. 

7. What parts of speech introduce adjective and adverb 
clauses? 

8. What are noun clauses? Write sentences containing noun 
clauses (1) as subject, (2) as object complement, (3) as object of 
a preposition. 

LESSON V. 

SUBJECT AND PEEDICATE, 

1. Define (1) Subject, (2) Predicate. 

2. What is meant by (1) simple subject, (2) simple predi- 
cate, (3) modified subject, (4) modified predicate, (5) compound 
subject, (6) compound predicate? 

3. What is the usual order of subject and predicate in a 
sentence ? 

4. Find the subjects of all sentences used previously. 

5. Find all the predicates of sentences previously brought 
to class. 

G. What are the subjects and predicates of the following 
sentences : 

(1) It is too cold to rain. 

(2) There is a house a mile away. 



COURSE OF STUDY 63 

(3) When do you expect her? 

(4) Call your dog back. 

(5) Hurry! Why are you waiting? 

LESSON VI. 

THE PAETS OF SPEECH. 

1. ISTame the parts of speech. What part of speech is the 
infinitive and the participle? 

2. Write sentences containing all the parts of speech. Which 
parts are most important? Why? 

3. What parts of speech are used largely for subjects and 
predicates of sentences? 

4. How are the other parts of speech used in the sentence? 

5. Write sentences to show that words may be sometimes 
one part of speech, sometimes another. Use sleep as noun and 
verb; round {noun, adjective, verb, adverb); high (adjective, ad- 
verb); well (adjective, adverb); some (adjective, pronoun). Men- 
tion ten other such words. 

LESSON VIL 

NOUNS. 

1. Define (1) noun, (2) inflection, (3) declension. 

2. Into what classes are nouns divided? Illustrate each 
class. 

3. Name the properties or modifications of the noun. De- 
fine each. 

4. State the rule for the agreement of the subject of a sen- 
tence and the verb in the predicate. 

5. Write sentences containing nouns in the first person. 

6. What are the cases of English nouns? 

7. Write sentences showing all the constructions in which 
(1) the nominative case is found, (2) the objective case. 

8. Give the rules for forming the possessive. 

9. The instructor may well devote ten or fifteen minutes to 
a spelling lesson in which the singular noun is pronounced and 
the plural form written by the class. 



64 COURSE OF STUDY 

LESSON VIII. 
PEONOUNS. 

1. Define pronoun. Name and illustrate four classes of pro- 
nouns. 

2. Decline the persoiial pronouns. 

3. Write sentences containing personal pronouns: (1) in 
subject, (2) as attribute complement, (3) as object complement. 

4. W,hat are compound pronouns? How are they formed? 
Illustrate their use. 

5. When are adjective pronouns adjectives and when pro- 
nouns ? 

G, What is aiji antecedent? State the rule for the agreement 
of antecedent and pronoun. 

7. Fill the following blanks with personal pronouns of the 
first and third person and give reasons for your choice : 

(a) This is — talking. 

(b) Is it you accuse? 

- (c) He asked John and to go. 

(d) Do you want Mary and to practice? 

(e) They gave the book to you and , 

8. Fill the following blanks with who or whom, giving reas- 
ons for your choice: 

(a) did you say won? 

(b) do 3^ou think I saw today? 

(c) do you mean? 

(d) do you think is the best doctor in town? 

(e) The question of — ■ should be selected arose. 

(f) The man 1 thought was my friend de^ 

ceived me. 

LESSON IX. 

ADJECTIVES AND ADVERBS. 

1. Name and define the classes of adjectives. 

2. Write sentences to show how adjectives may be used (1) 
to modify nouns, (2) in predicate. 

3. Give rules for the use of articles and their pronunciation 
in reading. 

4. What is comparison? Name and illustrate the degrees 
of comparison. 



COURSE OP STUDY 65 

5. Write sentences to illustrate the use of the comparative 
and the superlative. 

6. Compare the following adjectives: evil, far, good, late, 
much, little. 

7. IIow are adverbs classified? Illustrate each class. 

8. Explain regular and irregular comparison. How are mos-t 
adverbs compared? 

LESSON X. 

VERBS. 

1. Define (1) verb, (2) verb-phrase, (3) auxiliary. 

2. What office in the sentence is filled by the verb? 

3. What is meant by regular and irregular verbs? Illustrate. 

4. Make a list of ten transitive and ten intransitive verbs. 

5. Name the modifications of the verb. 

6. What is meant by tense ? Name the simple tenses. Name 
the complete or compound tenses. 

7. What determines the person and number of a verb? Give 
the rule for agreement of verb and subject. 

8. Conjugate the verb strike in the indicative mood, active 
voice. 

9. Fill the blanks with verbs and give reasons for your 
choice : 

(1) Each of the suspected men ^held. 

(2) Neither he nor she here. 

(3) One or the other of those boys taken it. 

(4) Tom as well as his sisters present. 

(5) A number of pupils waiting. 

(6) The number of seats small. 

LESSON XL 

VERBS, CONTINUED. 

1. Define voice. 

2. Write ten sentences containing transitive verbs in both 
active and passive voice. 

3. Some verbs which jare transitive in one sense may be in- 
transitive in another. Give examples. 

4. What is meant by the principal parts of a verb? Give 
the principal parts of lie, lay, sit, set, take, do, sing, teach, learn, 
he, know, throw, ought. 

5. What is meant by the progressive form of the verb? The 
emphatic verb-phrase ? 



66 COURSE OF STUDY 

6. Describe the different moods. Write sentences to illus- 
trate the use of each. 

7. Eeview rules for the use of shall and will, would and 
should. 

8. Fill the blanks with verbs and give reasons for your 
choice : 

(1) I go to town this afternoon. 

(3) you ride today? 

(3) He said he thought fail. 

(4) 1 borrow your pen? 

(5) 1 finish your work now? 

(6) I not do it again, I promise you. 

(7) you please take your seat? 

LESSOK XIL 

INTERJECTIONS, PREPOSITIONS, CONJUNCTIONS. 

1. Define (1) interjection, (2) preposition, (3) conjunction. 

2. When is used and when Oh? 

3. Write three sentences containing interjections. 

4. Define prepositional phrase. May a prepositional phrase 
be also an adjective ])hrase? An adverb phrase? Illustrate in 
sentences. 

5. Nam.e and define two classes of conjunctions. 

6. Write three sentences containing a compound subject, 
three containing a compound predicate. 

7. Eeview rules for punctuation of compounds. 

8. Write sentences using the following words as indicated: 
for (preposition, conjunction; since (conjunction, adverb, prepo- 
sition) ; until (relative or conjunction, adverb, preposition) ; hut 
(preposition). 

LESSON XIII. 

MODIFIERS. 

1. The noun may be modified by (1) another noun (two 
ways), (2) adjective, (3) pronoun, (4) phrase, (5) clause. Write 
sentences illustrating each modifier of the noun. 

2. The adjective and adverb may be modified by an abverb. 
Illustrate. 

3. The verb may be modified by (1) an adverb, (2) noun, 
(3) phrase, (4) clause. Illustrate. 



COURSE OF STUDY - 67 

4. The phrase may be modified by an adverb. Illustrate. 

5. Eeview rules for the order of adjectives and adverbs. 

6. What changes are made in the punctuation when the natu- 
ral order of modifiers is changed? 

7. Point out and classify the modifiers in sentence found 
on any page of your history or civics text. 

LESSON XIV. 

COMPLEMENTS. 

1. What is meant by complement? 

2. Define, (1) object complement, (2) attribute complement, 
(3) objective complement. 

3. What kind of verbs take object complements? Attribute 
complements? Objective complements? 

4. Write five sentences containing both a direct and an in- 
direct object. 

5. Change the form of the verbs in 4 to the passive. What 
disposition is made of objects and subjects ? 

6. Change the verbs in sentences of question 6 from active 
to passive. What disposition is made of subject, object comple- 
ment, objective complement. 

8. Point out the complements in any page of any text book. 

LESSON XV. 

PARTICIPLES. 

1. Define participle. 

3. Write sentences to shoM^ the participle as an adjective 
modifier. 

3. Illustrate the use of the participle in the following con- 
structions: (a) in verb phrase; (h) as subjective complement. 

4. How may the participle be used as the objective comple- 
ment? Write sentences to illustrate. Take these sentences from 
spoken discourse and from texts other than the grammar. 

5. The term participle should be confined to the verb form 
used as adjective, the terms nounal verb, gerund being used to 
name the verb forms in ing used as nouns. 

6. Write two sentences showing the use of the absolute or 
independent participial phrase. What is the case of nouns in 
such phrases? 

7. What parts of speech may modify the participle? 



6S COURSE OP STUDY 

LESSON XVI. 
INFINITIVES. 

1. Notice that in giving the principal parts of -vji-bs the 
first form is one of the infinitive forms and that this form of the 
verb is always used in verb phrases, with the auxiliaries shall, will, 
might, must, could, etc. 

2. Write the two infinitive forms, (1) the infinitive with to 
and (2) the infinitive in ing of any list of verbs. 

3. Point out the infinitive form in the following sentences: 

(1) I could not do that. 

(2) I shall go to town this afternoon. 

(3) May I see your book? 

4. Note that the ;^o is merely the sign of the infinitive, not 
part of it. 

5. Define the infinitive. What are its two tenses? Define 
the gerund. What may modify the infinitive? Illustrate. 

6. The infinitive may be used in various noun constructions. 
Illustrate. 

7. The infinitive may be used as an adjective or adverbial 
modifier. Illustrate. 

8. The infinitive may be used with a so-called subject after 
verbs of wishing, commanding and the like. Write sentences to 
illustrate this use. 

9. Write sentences to illustrate all the constructions of the 
gerund. 

LESSON XVIL 

ANALYSIS AND DIAGEAMING. 

1. What is meant by analysis? 

2. What is the value of sentence analysis? 

3. Work ou.t a short practical form of analysis and analyze 
sentences that the instructor may select from those already given 
by the class. 

4. Analyze sentences of varying difficulty. Give as much 
time as possible. 

5. The system of marking sentences in the Scott and South- 
worth Grammar is superior to the old line diagraming system. 
Why? 

6. Use the new system enough to understand reasons for the 
choice of particular lines. 



COURSE OP STUDY 



69 



7. Too much dependence on the diagram is a serious mis- 
take. Why ? 

8. How much time do you give to diagraming in your gram- 
mar classes? 

LESSON XVIII. 

PARSING. 



1. 

2. 
tence ? 
tences : 



Define (1) parsing, (3) syntax. 

What is meant by the construction of a word in the sen- 
Parse all the nouns and pronouns in the following sen- 



(1 
(2 
(3 

(4 
(5 
(6 

(7 

(8 

(9 
(10 

3. Parse 

sentences : 

(1 
(2 

(3 
(4 
(5 
(6 

(7 



None are all evil. 

What does this mean? Who are you? 
Liberty! Freedom! T3Tanny is dead! 
Mary, did you give me this book? 
John, the new pupil, goes home that way. 
My heart is like a singing bird, 
I have lived my life. 
Thou mightst call him a goodly person. 
I commanded him to be silent. 
Ha ! here is Hepzibah herself ! 
the verbs, adverbs and adjectives in the following 

The old shingles were black with moisture. 
The company grew merrier and louder as their 

jokes grew duller. 
She must be more careful. 
When shall we three meet again? 
Swiftly they glided along. 
I shall have been seen by that time. 
He had heard those voices before. 
She is taller than I. 



LESSON XIX. 

REVIEW. 



Select the correct form and explain why correct : 

1. He thought the burglars were (they) (them). 

2. Everybody thinks (his) (their) own way is wise. 

3. If anybody has a better plan let (them) (him) speak now. 

4. It is (I) (me). 



70: COURSE OF STUDY 

• 5. I told Mary (whom) (who) I knew would keep my secret. 

6. I told Mary (whom) (who) I knew I could trust. 

7. He left Avithout (anyone) (anyone's) knowing. 

8. Some of (us) (we) boys are going. 

9. (Us) (we) girls are going too. 

10. He helped my mother and (I) (me). 

11. Mary writes faster than (I) (me), 

12. I had (laid) (lain) down to rest. 

13. The yeast will not (raise) (rise) if it is too cold. 

14. Let me (sit) (set) it down for you. 

15. That present is for John and (1) (me), 

16. When anyone is talking, it is bad manners to interrupt 

(them) (him). 

17. (Whom) (Who) do you suppose I am? 

18. (Who) (Whom) do you think I mean? 

19. I, who (am) (is) a beginner, cannot compete with you, 

who an expert. 

20. He believes the author to be (me) (I). 

LESSOF XX. 

SUGGESTIONS. 

1. Send for the state course of study of this and other 
states; you will find excellent material for language and grammar 
work. 

2. Insist upon accuracy and exactness. Do not accept slov- 
enly work. Correct errors in speech in a tactful way but correct 
them. 

3. Learn to do without a text in presenting work to the 
class. Prepare each lesson yourself before class time. 

4. Teach grammar inductively; present the idea, then the 
name, and from the presentation form the definition. 

5. Take your illustrations and examples from the conversa- 
tion of yourelf and your pupils. 

6. A good strong course in language is the best preparation 
for grammar that a student can have. 



GEOGRAPHY 



FIEST, SECOND AND THIRD GRADES. 

Prepared Uj Supt. C. C. Hill, Rosivell, N. M. 

This outline is based upon Tarr and MeM:'urray's Second 
Book — the adopted text. 

LESSON I. 

MATHEMATICAL GEOGRAPHY. 

# 

1. Describe the surface of the earth. Its proportion of land 
and water. Circumference. Diameter. 

2. K^ame two movements of the earth. The results of these 
movements. 

_ 3. Define (1) latitude; (?) longitude; (3) meridian: (4) 
prime-meridian; (5) parallels; (6) axis; (7) pole; (8) hemi- 
sphere; (9) equator. 

4. Which of the above are natural and Avhich are conven- 
tional distinctions? What are the best methods of teaching this 
lesson to a class ? 

5. Discuss the effect of latitude on various crops. Corn- 
tobacco; fruits. 

6. Explain the variation in calendar in relation to the move- 
ments of the earth. 

7. Discuss the system of land description. What is meant 
by "Township South" and "Eange East''? 

LESSOl^ II. 

1. What is meant by the growth of a continent? (1) its 
birth; (2) its early history; (3) its later life. 

2. From what source has the knowledge of this growth been 
learned ? 

3. Discuss the formation of coal. Define peat ; lignite • an- 
thracite; bituminous. ' 

4. Discuss the formation of mountains as to causes. Com- 
pare the Appalachians and Cordilleras, (1) as to age; (2) as to 
altitude; (3) as to ruggedness. 



72 COURSE OF STUDY 

5. Describe mesas and their surroundings. How formed? 
Compare a mesa and canyon. How were volcanoes formed? 

6. Discuss glaciers (1) as to origin; (2) as to work. Give 
proofs of the "Great Ice Age." 

7. Give origin of icebergs. What becomes of them? 

8. Discuss the value of relief maps. Name other devices 
that may be used touching the facts in this lesson. 

9. What are contour maps? Industrial maps? 

10. What per cent of the world's population live in lowland 
countries, and why? 

11. Discuss sunlight and its action on plants. How is all 
plant food formed? 

LESSON III. ^ 

1. Atmosphere: What processes depend on atmosphere? 
What is known of its height? Why is atmosphere a part of the 
earth? How does its density vary? 

2. Climate: Discuss its influence on plant life. (2) Its 
influence on animal life. 

3. Discuss and explain (1) trade winds; (2) calms; (3) 
cyclones; (4) monsoons. 

4. Distinguish between heat zones and light zones. 

5. Discuss the relation of wind to rainfall. 

6. Name five oceans and five large currents, locating each. 

7. What determines the movements of ocean currents? Dis- 
cuss their influence on climate. 

8. How have geographical conditions affected man's pro- 
gress? Give some examples of the effects of geographical condi- 
tions on the distribution of plants; of animals; on man's way of 
living. 

9. What was the condition of the Indians found in this 
country. Give reason for such condition. 

LESSON IV. 

PLANTS, ANIMALS AND MAN. 

1. Name and locate the races of mankind. Name the races 
that mostly differ from each other. 

2. Discuss the following: (1) savagery; (2) barbarism; 
(3) civilization. 

3. Name and discuss five religious beliefs of mankind and 
the portions of the earth where each of these predominates. 



COURSE OP STUDY 73 

4. Name seven chief industries of man. Locate portions of 
the United States that are noted for each. 

5. Give reasons why the American Indian did not become a 
more powerful race. Show the value of the domesticated animal 
in the development of a country or a people. 

6. Give examples to. illustrate how geographical conditions 
hinder distribution of plants and animals. Show how they affect 
man's way of living. 

7. Name five characteristic animals (1) of Australia; (3) 
South America; (3) Africa; (4) Eurasia; (5) North America. 

8. What is the nature of the life forms of islands ? of the 
life forms of the ocean? 

9. What portions of the world have produced the most in- 
telligent and energetic people, and why? 

10. Give reasons for the predomination of English-speaking 
people in North America. 

11. Define (1) monarchy; (3) republic; (3) pure democracy ; 
give an example of each, 

LESSON V. 

NORTH AMERICA. 

1. Describe the principal river systems of North America. 

3. Locate the zones of each of the three countries of North 
America, by parallels. How many degrees of latitude of each? 
of longitude? 

3. Name an arid region of North America and state why it 
is so. Name a fertile region and state why it is so. 

4. What forces are at work to decrease the acreage of arid 
regions? What regions are unproductive because of being (1) too 
cold; (3) tQO dry; (3) too swampy; (4) too rocky? 

5. Name all the waters that surround North America. 

6. What portion of North America is engaged in producing 
(1) staple food; (3) lumber; (3) iron; (4) coal; (5) cotton; 
(6) gold and silver? 

7. Discuss the Texas Norther, the Chinook wind, the cy- 
clone, the periodical rains of the Pacific coast, the blizzard and the 
cold and warm waves. 

8. Why is the western half of the United States so thinly 
inhabited ? 

9. Give a detailed description of one reclamation project in 
North America. 

10. Define tillage. Scientific dry farming. 



74 COURSE OF STUDY 

11. ISTame the vegetative organs. Give three general classes 
of plants. Describe the plants of the far north. 

12. Draw an outline map of North America, showing the 
main mountains, rivers, lakes, etc. 

LESSON VI. 

UNITED STATES. 

1. Draw a map of the United States. 

2. Point out on map the folloAving regions: (1) grain, (2) 
cotton, (3) grazing, (4) coal, (5) gold, silver and copper, (6) 
lumber, (7) truck farming. 

3. Discuss the natural and artificial forces that adapt each 
region to the above mentioned products. 

4. Describe all territory belonging to the United States that 
is not incorporated in State government. 

0. What is our population and how does it compare with 
Germany? 

6. Show the danger of "Unrestricted Foreign Immigration." 

7. What class of immigrants are barred from our shores? 
Why? 

8. Discuss the present distribution of population of the U. S. 

9. What form of government is the United States? Name 
and discuss its three branches. Mention the leading offices of each 
branch. 

10. Name the plant fiber crops. What fiber crop is produced 
in New Mexico from a plant? Name two fiber-producing animals 
common in New Mexico. 

11. Name the several groups of States as arranged by Tarr 
& McMurray. Discuss the principal industries of each group. To 
which group does New Mexico belong? 

12. What possessions were obtained by the United States as 
a result of the war with Spain? 

LESSON VII. 

NEW MEXICO. 

1. Draw an outline map of New Mexico, indicating (1) 
mountain ranges; (2) rivers; (3) five largest cities; (4) show all 
counties. 

2. Name three principal occupations- of the people of New 
Mexico. Which do you consider the most important? 



COURSE OP STUDY 75 

3. Locate the irrigated districts of the state. Discuss two 
methods of irrigation, 

4. What portions of New Mexico are favorable for the fol- 
lowing named crops: (1) alfalfa; (2) Kaffir corn, milo maize 
and Soudan grass; (3) wheat? 

5. What reclamation projects has the United States gov- 
ernment undertaken in New Mexico ? A¥ith what degree of suc- 
cess? 

6. What New Mexico streams are a part of the following 
river systems: (1) Mississippi; (2) Eio Grande; (3) Colorado? 

7. Name the county seat of each county. Name all officers 
of the state. Name the officers of your own county. 

8. What kind of forage crops in New Mexico enrich the 
soil? Describe a silo and silage. Islame some root crops in New 
Mexico. Discuss the fruit production of the state. 

9. What minerals are successfully mined in New Mexico? 
10. Name and trace the railroads in the state. What is the 

area of New Mexico? Of your county? 

LESSON VIII. 

MEXICO, CENTEAL AND SOUTH AMERICA. 

1. Name the Central America countries. Which is the larg- 
est? The smallest? 

2. Give some important facts about the history of Mexico; 
about present conditions in that country. 

3. Describe the State of Panama. The Canal. The gov- 
ernment of the Canal Zone. What are the difficulties encountered 
in operating the canal and the cause of them ? 

4. Draw map of South America. Compare with North 
America in (1) extent of latitude; (2) longitiide; (3) climate; 
(4) rainfall; (5) river systems; (6) occupations of the people. 

5. Which do you consider the most progressive country of 
South America, and why? 

6. What are the prevailing kinds of government in South 
America? What do you understand is the meaning of President 
Wilson's "Pan American Doctrine" as applied to South and Cen- 
tral American countries? How does it differ from the "Monroe 
Doctrine" ? 

7. Name all the countries of South America. Give reasons 
why South America has been much less rapidly settled than North 
America. 

8. Name some products of South America that are not com- 



76 COURSE OF STUDY 

mon in North America. ISTame five islands near the coast of South 
America. 

9. Compare the western highlands of North and South 
America, (1) as to general height; (2), height of peaks; (3) as to 
probable age; (4) extent of plateau. 

10. Would you devote as much time to the study of our na- 
tion as to the study of England or Germany ? Why ? 

11. Would you devote as much time to the study of South 
and Central America as to the study of countries in Eurasia? 
Why? 

12. Give some reasons for special emphasis to be given in 
our schools to the stndy of the geography and language of the 
Latin American republics. 

13. Show the advantages of teaching geography in the ad- 
vanced grades by the topical method. 

LESSON" IX. 

EURASIA. 

1. Draw outline map of Europe, showing the boundaries of 
the four great nations. 

2. Name and locate the nations now involved in the Euro- 
pean war. Describe the Balkan states. 

3. State briefly for what each of the following cities is noted : 
London, Liverpool, Paris, Eome, The Hague, Berlin, Brussels, 
Constantinople, 

4. Discuss the present condition of Belgium; Serbia. 

5. Including wealth, manufactures, commerce, possessions, 
power and civilization, which do you think is the greatest nation 
of Eurasia? How does it compare in these matters with our own 
country ? 

6. Name the principal rivers of Europe. Mountains, gulfs, 
bays and seas. 

7. Discuss the chief agricultural regions of Europe. Crops, 
stock and dairy products. 

8. Describe the Dardanelles. Why is Turkey often referred 
to as the "Sick Man of Europe"? 

9. Discuss our debt to Asia: (1) for domesticated animals; 
(2) religion; (3) morals. Why have Asiatic peoples fallen be- 
hind in these matters? 

10. Compare the European and Asiatic highlands in length, 
extent and height. Compare the Japanese and British islands, in 
position, latitude, size and climate. 



COURSE OF STUDY 77 

11. What is the present form of government of China? Ac- 
count for the difference between the Chinese and Japanese people. 

12. Draw a map or make a sand clay map of the Holy Land. 

LESSON X. 

AERICA AND AUSTKALIA. 

1. Compare Africa and South America : position, native peo- 
ples, products. 

2. What part of America is in the same latitude as the 
Sahara ? Why has not northern South America a desert like the 

Sahara? 

3. Why has England been specially benefited by the buez 

Canal? -, ..i n 

4. Give reasons why Africa has been explored and settled so 
much "later than either North or South America. Tell something 
of the work of Livingstone ; Stanley ; Kruger. 

5. Discuss the peculiar animal life of Madagascar. Why 
was the southern point of Africa called "Good Hope"? 

6. Describe the continent of Australia: (1) location; (2) 
area; (3) surface features; (-1) climate. 

7. Name the chief cities of Australia. Eivers. What part 
is best settled ? What part is least settled ? Why ? ( 

8. How is Australia governed? What are the chief occupa- 
tions of the people? The chief products? 

9. Discuss the best route to go from New York City to Mel- 
bourne. What is the distance? 

10. Name and describe the chief island groups of the Pacific 

Ocean. 

11. What are the best methods to employ to make geography 
a living study instead of a study of dead dry facts? 

12. Discuss the value of the study of biographies and primi- 
tive life as aids in the work of geography. 



ARITHMETIC 



PIEST AND SECOND GRADES. 

Prepared hy Lela A. Manville, Principal of Training School, 
Neiv Mexico State Normal School, Silver City, N. M. 

'The methods in this course were taken from Smith's Teach- 
ing of Arithmetic. 

LESSON I. 

1. Discuss : Early lessons in number must be related to the 
child's experience with things. 

2. Discuss and outline the "Eelated Number Work" for the 
first two grades, under these heads : Administration, Science, and 
Construction. 

3. Discuss : Exercises in eye, ear and touch training should 
be given. How may rythm be used in counting in the lower 
grades ? 

4. Discu?s the value of drill. How may a thorough mastery 
of the forty-five combinations be obtained? 

5. What are the five fundamental processes? 

6. Apply the following order of procedure in the lower 
grades to simple problems: (a) work with objects; (&)' work 
without objects but Avith concrete problems; (c) work with ab- 
stract problems; (cl) require the pupil to convert the abstract 
problems into concrete problems. 

7. Tell the meaning of 1/2 -^ % ; 1/2-^8; 1/2X2 1-3. 

8. Explain these processes : $18 -^ $3 = 9 ; $18 -f- 2 = $9. 

LESSON n. 

1. Discuss: One of the first things a child should learn is 
the necessity for checking each operation. No problem is correct 
unless it checks, and each child must check his own. 

2. How is addition checked? Illustrate. 

3. When should oral work be given in reference to' written 
work ? Discuss. 

4. Discuss: All written problems should consist of a state- 
ment and a solution. The equation used in the solution. 



COURSE OF STUDY 79 

5. Show how addition and subtraction may be taught to- 
gether. 

6. Develop a method for checking subtraction. 

7. How should the multiplication tables be taught? 

8. Give two common methods for checking multiplication. 

9. Show method of developing division from multiplication. 

10. Develop method of checking division. 

11. Solve problems discussing best methods in reduction, ad- 
dition, subtraction, multiplication and division of denominate 
numbers. 

LESSON III. 

1. Discuss: "It is a matter of relatively little importance 
that we present fractions, let us say, by sticks or paper folding or 
clay cubes or blocks; but it is a matter of great importance that 
we present the subject in some concrete fashion, so that the child 
shall not proceed by arbitrary rules, but shall make up his own 
directions, and that . he shall be so guided that these directions 
are the best that can be evolved at his age." 

2. By means of simple fractions develop the following four 
principles for fractions: (a) multiplying the numerator multi- 
plies the fraction; (&) multiplying the denominator divides the 
fraction; (c) dividing the denominator multiplies the fraction; 
(d) dividing the numerator divid.es the fraction. Give reason for 
each step. 

3. Discuss the best method of approach for decimals. 

4. If a man loses 3-16 of the cost of a house when he sells 
it for $1365, what did the house cost? 

5. A man sold 12 books at $1.50 each, on which his profit 
was i/i of the cost. What was his profit? 

6. If a factory working only % of its capacity burns 2921/2 
tons of coal in a Aveek, what should it burn when working only 
7-15 of its capacity? 

7. A woman can buy maple syrup at 44c a quart, or in gal- 
lon cans at $1.38. If she wishes 4 qt. how much does she save by 
purchasing it by the can? 

8. If 3 1-5 tons of coal cost $20.48, how much will 11 9-10 
tons cost at the same rate? 

9. If you know the freight rate per hundred pounds, how 
do you find the freight charge on a ton? 

10. If you know the cost of a fraction of anything and wish 
to know the cost of the whole, how do you proceed? 



80 COURSE OF STUDY , 

LESSON IV. 

1. Discuss: The problem of teaching children to reason is 
twofold: (a) It is a matter of the ability to use language. (&) It 
is a matter of good thinking. 

2. Discuss: In all work it should be borne in mind that 
there are three things that are properly demanded at one time or 
the other: (a) to work rapidly, (&) to put on paper a brief ex- 
planation, (c) to give a brief analysis or oral explanation. 

3. Discuss : Set forms of analysis are more harmful than 
helpful to children. 

4. Discuss : A child should be led to estimate the results 
before solving problems. 

5. If a shipment of 5100 lbs. of cattle, live weight, sold for 
$225.43, what would 3500 lbs. sell for at the same rate? 

6. To irrigate a farm at the rate of 1-5 inch in depth every 
day requires the flow of 210 gallons an hour through a certain 
ditch. What flow would be necessary to irrigate it at the rate of 
p.3 inch a day? 

7. When 14 men require 225 days to do a certain piece of 
work, how long would it take 50 men to do the same work? 

8. Find the cost of keeping a cow for a year when she re- 
quires 3.5 tons of hay at $7.00 per ton, 1200 pounds of ground 
feed at 90 cents per 100 pounds, and pasture worth $8.00. 

9. Numbers which are usually represented by figures and 
by words, are sometimes represented by lines, especially to enable 
a person to compare at a glance relative quantities. Make a graph 
showing the changes in the average attendance for the following 
montlis : 

Sept. 600; Oct. 595; Nov. 605; Dec. 595; Jan. 500; 
Feb. 595 ; Mar. 585 ; Apr. 565 ; May' 570 ; June 560. 
10. A drawing is frequently of great assistance in showing 
more clearly the conditions involved in a problem. Make a graph 
for the following: A train leaves W. at 1:00 P. M. and travels 
30 miles per hour. At 3 :G0 P. M. another train leaves W. going 
at the rate of 40 miles per hour. At what time will the latter 
train overtake the other? 

LESSON V. 

1. Discuss: The difficulties which arise in the study of per- 
centage are almost wholly difficulties of expression. All the arith- 
metical principles involved have arisen before in common frac- 



COURSE OF STUDY 81 

tions and in decimals. It is the arithmetical language, the ter- 
minology which is new to the pupil. 

A clear, concise statement of the problem which the teacher 
has to face helps materially in securing its solution. Most of the 
problems in percentage deal with the finding of a given per cent 
of some number, hence should receive chief attention. 

2. What is 20 per cent of the salary of a man who receives 
$1500.00 a year? 

3. How much does a man save who spends 80 per cent of 
his salary, which is $1500.00? 

4. $400.00 worth of goods are marked 30 per cent above 
that amount but sold at 10 per cent below the marked price. For 
how much were the goods sold? 

5. A man owing $1400.00 decreases his indebtedness 20 per 
cent each year. How much will he owe at the end of 3 years? 

6. Compare problems under common fractions, decimals and 
percentage and explain fully that there is no essential difference 
in arithmetical principles involved, only a difference of language. 

7. For how much a % peck must a dealer sell peaches cost- 
ing $3.00 per bushel to make a profit of 20 per cent? 

8. Find the per cent of boys and that of girls in a school 
containing 78 boys and 82 girls. 

9. A man delivered 2500 pounds of milk to the creamery. 
It tested 3.8% butter fat. He was paid at the rate of 24c a 
pound for the butter fat. How much was this? 

LESSON VI. 

1. One year a merchant sold goods that cost him $1500.00 
at an average advance of 33 1-3% of the cost, but lost 2% from 
bad debts. Find his net rate of gain. 

2. It has been found that plants can take from the soil in 
one season about i/4 of 1% of the potassium that it contains. If 
a farmer takes a sample of his soil to an experiment station to 
be analyzed, and finds that an acre, to the depth that he plows 
it, contains 20,000 lbs. i^otassium, how many pounds per acre can 
the plant take up in a season ? 

3. A dealer received a bill for window glass listed at $730.00 
but the discounts were 1% and 15%. Find the net. 

4. A man bought a quarter section (160 acres) of govern- 
ment land at $2.50 per acre. He sold % of it at $8.50 per acre 
and the remainder at $10.00 per acre. The selling price was 
what per cent of advance over the first cost? 



82 COURSE OF STUDY 

5. Of what value are the terms^ base^ rate and percentage? 
Are the so-called cases in percentage of any value? 

6. Anything equals 100% of itself. Why? Therefore 
100%=cost. 

7. A man sold a house and lot for $6000.00, which was 
$1000.00 more than it cost him. What per cent did he make? 

8. A man buys a ham weighing 14 lbs. at 20c a pound. 
When he bakes it, it loses 35% of its weight. At how much a 
pound must he sell it to make a profit of 25% ? 

9. A merchant made $1.50 when selling an $18.00 overcoat 
at "a quarter off." At what per cent of profit had he marked it? 
(An $18.00 overcoat is one marked to sell at $18.00.) 

10. One year a farmer raised 300 bu. of apples. From the 
same orchard he raised 450 bu. the next year. What was the per 
cent of increase? 

11. Find the selling price of goods listed at $1150, discounts 
33 1-3% and 10%, sold at a profit of 40% on the cost. 

LESSON VII. 

1. The commission is always some per cent of the cost when 
tbe agent buys, and of the selling price when the agent sells. 
Why? Illustrate. The total cost is always some per cent of the 
cost. The net proceeds is always some per cent of the selling 
price. Why ? Illustrate. 

2. If an agent is paid $750.00 as his commission at 2i/^%, 
how much does his employer receive? 

3. A man has a claim of $15,775.00 against a corporation. 
He pays a collector 5% of the amount collected. What is his total 
loss, including the collector's fee, if but 65% of it is collected? 

4. M,y purchasing agent in Chicago sends me a bill for 
$6776.60 covering cost of mining machinery, commission of 2%, 
and $65.00 for extra expenses. Find his commission and the 
cost of the machinery. 

5. For selling a house, a real estate agent received $96.25, 
which included $7.65 for advertising, and $27.90 for repairs. Find 
the rate of commission if the house was sold for $3035.00. 

6. How much insurance at %% can be placed on a building 
for $42.00? 

7. A factory worth $162,500.00 is insured for % of its value 
at $16.50 per $1000.00. What per cent is the rate? What is the 
piiemium ? 

8. A tax of $11,000.00 is to be levied in a town. The prop- 



COURSE OF STUDY 83 

erty is assessed at $500,000. If there are 500 polls, each paying 
$2.00, what will be the taxes, including his poll tax, of a man 
whose property is assessed at $12,500? 

9. A total tax of $383,780 is raised in a town having 1015 
polls, each assessed at $2.00. The assessed valuation of the prop- 
erty is $25,450,000. What is the tax rate upon the property? 

LESSON VIII. 

1. Discuss the date of a note, date of sale and date of ma- 
turity in their relation to one another and to the time of note 
and time of discount. 

2. The bank discount is always some per cent of the amount 
due at maturity. Explain. 

3. Discuss the relation of face of note, interest, amount due 
at maturity, bank discount, and net proceeds to one another. 

4. Under what circumstances are partial payments made? 
How must the note read? 

5. Draw a note for partial payment, indorse the payment on 
the back, and solve. 

6. Discuss the following methods: Six per cent method. 
Cancellation method. Banker's short method. 

LESSON IX. 

1. Write out a check on the Continental National Bank for 
$35.77, payable to Henry Thompson, and signed by yourself. If 
instead of cashing the check at the bank, he wishes to turn it over 
to William Hart in paj^ment of a debt and let him cash it at the 
bank, what must he do? 

2. Name all the different ways in which you could pay a 
debt that you owe to a person in a distant city. Describe the 
steps in the procedure in each case. 

3. If you had a note for $850.00 bearing 6% interest made 
February 14, 1911, and due in 6 months, and you discounted it 
at a bank February 25, 1911, at 5%, what proceeds would you 
receive ? 

4. Write out a note in which you promise to pav John Jones 
$560.00, 6 months after date, with interest at 5%. What will you 
pay him at the end of 6 months in settlement of the note? 

5. A man sold his farm for $6500.00, taking a note due in 
6 months, interest 5%. He at once sold the note to a bank, dis- 
count 6%. What did he get in cash for the farm? 



84 COURSE OF STUDY 

6. In order to get cash for goods, some firms allow a dis- 
count of 2% from the bill, if paid within 10 days. Others take 
a 60-day or 90- day note, which they discount if they need cash. 
On a bill of $750.00, which is better for a firm, and how much, 
to allow a 2 per cent discount or to discount a 60-day note at 6% ? 

LESSON X. 

1. The difficulty in studying stocks is to understand the 
meaning of the terms used and the relation they bear to one an- 
other. Study the terms used in stock transactions. 

2. What is meant by "stock quoted at 112, brokerage %"? 
When is the brokerage added, and when subtracted? Why? 

3. The cost, selling price, income, brokerage, total cost, or 
net proceeds is always some per cent of the face of the bond. 
Explain. 

4. When Illinois Central stock pays a dividend of 6%, what 
is the income from 250 $100 shares? 

5. My 12% dividend from some stock was $180.00. How 
many $100 shares have I? 

6. If I should invest $27,000 in 41/2% bonds at 90, no bro- 
kerage, what would be the yearly income from them? 

7. How much must be invested in 5% bonds at 108, broker- 
age 1/8^5 to yield an annual income of $2050? 

8. On May 13, 1906, a man bought 30 shares of Cent, of 
N. J. at 239ys. He received two 8% dividends, and sold Dec. 13, 
1907, at 158%. What was the total loss, counting money worth 
5% interest? 

9. What is the average yearly income per $100 on 4% 10- 
year bonds bought at 79ys and brokerage? To what rate of in- 
terest is this equivalent? 

LESSON XL 

1. A farmer estimates 12 tons of silage to the acre from a 
field of corn. If the field is 22 rd. by 40 rd., how many tons 
does he expect? 

2. Find the cost, per square foot, of a 4-foot cement walk 
across the front and one side of a corner lot 80''xl96'. The in- 
ner edge of the walk is the outer edge of the lot. 

3. How many tiles 8 inches square will it take to cover a floor 
38 ft. wide and 56 ft. long? 

4. Allowing 56 lb. of coal to the cubic foot, how many tons 
of coal may be stored in a bin 10 ft. by 12 ft. and 7 ft. deep? 



COURSE OP STUDY 85 

5. Find the entire surface of a prism 4 in. by 2 in. by 6 in. 

6. Find the number of board feet in a board 16 ft. long, 9 
in. wide and 3 in. thick. 

7. Find the volume of a cylinder whose radius is 8 in. and 
whose height is 15 in. 

8. The radius of a cylinder is 15 in. and the height or alti- 
tude is 40 in. Find the area of the total surface. 

9. A cubic foot of ivory weighs 114 lb. What is the weight 
of a billiard ball 2 in. in diameter? 

10. What must be the height of a tomato can to hold a quart 
(57.75 cu. in.) if its diameter is 4 in. ? 

11. How many solid cords of 16-inch wood can be ricked in 
a room 20 ft. long, 18 ft. Avide and 12 ft. high? 

12. How much belting does it require to make a belt to run 
over two pulleys, each 20 in. in diameter, the distance between 
their centers being 18 ft.? 

13. Find the diameter of a wheel that makes 660 revolutions 
in going a mile. 

14. A baseball diamond is a square, 90 ft. on the side. What 
is the distance from first to third base? 

LESSON XII. 

336 837 

1. Eeduce to lowest terms (a) ; (&) 

720 1139 

2. Divide (a) 864 by .24; (&) .0169 by 5.2. 

3. How high is a house casting a shadow 24 feet long, when 
a tree 70 feet high casts a shadow of 42 feet at the same time? 

4. Which is the largest and the smallest of these fractions: 

17 23 14 

150 200 125 

5. Simplify 1-3 of (171/2—1214)^2-7 of (3 1-6—11-3). 

6. Express as a common fraction the value of 

.27X2.53-^.009. 

7. When a number increased by 1-3 of itself is 84, what is 
the number when it is increased by 2-3 of itself? 

8. Find the amount of $540*'for 4 yr. 8 mo. 12 da. at 31/0%. 

9. Three men rent a field for $60. One puts into it 28 
sheep for two months, another 12 sheep for eight months and 
the third 48 sheep for one month. What should each pay? 

10. Find the weight of an iron plate 24 feet long, 15 feet 



86 COURSE OF STUDY 

wide and 18 in. thick, when iron is 7.6 times as heavy as water, 
and a cubic foot of water weighs 1000 oz, 

11. A note for $360 was discounted at 6% on July 7, the 
proceeds being $357.78. (a) In how many days is the note due? 
(h) On what date is it due? If it were drawn for 90 days, on 
what date was it made? 

12. The volume of a cube is 27 cubic yards. What is the 
entire surface? 

13. A wash boiler 12 in. deep, 10 in. wide and 20 in. long 
has round ends, i. e., each end is a half cylinder. How many 
gallons does it hold? 

14. What is the lateral area of a cone whose slant height is 
4 ft. and the diameter of whose base is 3 ft.? 

16. A man received $1560 as the annual 12% dividend on 
stock that he owned. He afterward sold 35 shares at 1421/^ per 
share and the remainder at 143 per share, brokerage %% on each 
sale. What were the net proceeds 'of each sale? 

16. Tape needles that cost 2-5c each sold for 2c each. Find 
the per cent of profit. 

17. A farmer found that 81/2% of the corn tested would not 
sprout. By planting only selected seed, the yield was 78 bu. per 
acre. How many bushels per acre did he gain by testing the seed ? 



ARITHMETIC 



THIRD GEADE. 



Reprinted fro'm Manual of previous year. 

No person should attempt to teach school until he knows 
thoroughly the subject matter and pedagogy contained in the fol- 
lowing outline. 

These lessons are longer than can he covered in some institute 
recitation periods, and each should be divided into two lessons 
where the institute is four weeks in length. In two-week insti- 
tutes the instructor should choose such parts of each lesson as 
will prove of greatest value to the prospective teacher. 

LESSON I. 

FUNDAMENTAL PEINCIPLBS. 

1. Define: unit, number, notation. Give two examples of 
each kind. 

2. Define: addition, addends, sum; subtraction, minuend, 
subtrahend, remainder. Illustrate each. 

3. Define: multiplication, multiplicand, multiplier, pro- 
duct; division, dividend, divisor, quotient. Illustrate each. 

4. Explain the term "fundamental operations." The greater 
of two numbers is 17214 and their difference is 2685. What is the 
lesser number? 

5. Fill in the missing words, and then commit : (a) The 
sum must be the same denomination as the . (&) The re- 
mainder must be the same denomination as the . (c) The 

product must be the same denomination as the . (d) The 

multiplier is always considered number. 

6. Fill in the missing words, and then commit: (a) When 

the dividend and divisor are abstract numbers, the quotient is 

number. (&) When the dividend and divisor are like num- 



bers, the quotient is number, (c) When the dividend is 

a concrete number and the divisor an abstract number, the quo- 
tient is the same denomination as the . (d) In problems 

containing the signs of addition, subtraction, multiplication and 



88 COURSE OF STUDY 

division, perform the operations indicated by the signs — and — 
before those indicated by — and — . 

7. How would you cheek: addition, subtraction, multiplica- 
tion, division? 

8. If the divisor be 373, and the quotient $57.46, find the 
dividend. 

9. What is meant by a power of a number? By the square 
of a number ? By the cube of a number ? Illustrate. 

10. The teacher should explain every new principle, or sub- 
ject, when the first lesson is assigned on taking it up. After ex- 
plaining the principle, or subject, the teacher should not go to the 
pupil and solve his problems for him. The proper time and place 
to assist the pupil is in the recitation. 

LESSON II. 

FACTORS, MEASURES, MULTIPLES. 

1. Defin-e: factor, prime number, composite number, odd 
number, divisor, multiple. 

'2. When may a number be divided by 2? By 3? By 5? 
By 8? 

3. Find the prime factors of 225, 1001, 3737, and 3432. 

4. Explain what is meant by the abbreviations G. C. M., and 
G. C. D. Find the G. C. D. of 60, 144, and 576. 

5. Explain the difference in meaning between G. C. M. and 
L. C. M. Find the L. C. M. of 9, 27, 54, 63, 90. 

6. Find the shortest distance that can be exactly measured 
by a 3-foot rule, or a 5-foot pole, or a 10-foot pole. 

7. Find the quotient of 18x27x96 divided by 12x36x54, by 
cancellation. 

8. Each pupil should, as frequently as possible, place upon 
the blackboard a correct solution of some problem from his les- 
sons, previously prepared. 

LESSON III. 

ADDITION AND SUBTRACTION OF FRACTIONS. 

1. Define: fraction, terms of a fraction, numerator, de- 
nominator, common fraction, proper fraction, compound fraction, 
complex fraction. 

2. Reduce to lowest terms, 78-273, 121-132, 231-253. 

3. Reduce 5-32 to 256ths, 7-48 to 288ths. 



COURSE OF STUDY 89 

4. Eeduce 576-96 to a mixed number^ and 35 35-73 to an 
improper fraction. 

5. Find the sum of 15-16, 63-64 and 13-24. 

6. Find the sum of 8 7-16, 15 15-32, 73 51-64. 

7. Subtract as indicated: 7-16—13-48; 73 1-3—7 7-12. 

8. What number must be added to the sum of 2 3-4, 5 7-8, 
4 3-16 and 9 2-3 to make the sum of 5 7-12, 9 5-8, 12 1-3 and 
8 11-24? 

LESSOF IV. 

MULTIPLICATIOlSr AND DIVISION OF FEACTIONS. 

1. Multiply: 264X13-24; 7-24 of 80; 1-32 of 4-5; 11-12 
X4-5. 

2. In 55 minutes the minute hand of a clock makes 11-12 of 
a revolution. What part of a revolution will it make in 33 min- 
utes? 

3. A rod being 16% feet long, how many feet in the peri- 
meter of a lot that is 26 rods long and 16 rods wide? 

4. Find the quotient of 283^-^7; 8-^3 4-5; 121/2-^6 2-3. 

5. 119 feet is 1-16 more than what length? 17 1-5 feet is 
4-5 of how many pounds? 

]5-16 27 19-32 

6. Eeduce to simplest form ]■ 

J 7-8 9-42 67 

7. How do you multiply a mixed number by a mixed num- 
ber? Illustrate. 

8. Pupils should be taught to give a complete analysis of 
problems. They should give the reason for each step taken in 
the solution. 

LESSOR V. 

DECIMAL FKACTIONS. 

1. Define decimal fraction. How does it differ from a com- 
mon fraction? 

2-3. Write two thousand four hundred thirty-five hundred- 
thousandths. Write two thousand and four hundred thirty-five 
hundred-thousandths. Write two thousand four hundred and 
thirty-five hundred-thousandths. 

4. From questions 2 and 3, determine the use of the hyphen, 
and of the word "and." What other common name for the sepa- 
ratrix ? 



90 COURSE OF STUDY 

5. State the rule for pointing off decimal places in a pro- 
duct. In a quotient. 

6. Eeduce to common fractions, .875, .Q6 2-3. 

7. Reduce to decimals: five-sixteenths, 1-3, four-fifths. 

8. Pupils should be taught that they should study to master 
principles, and not merely to solve problems. 

LESSON VI. 

DENOMINATE NUMBERS. 

1. Define: denominate number, compound number, reduc- 
tion ascending, reduction descending. 

2. Eepeat the table for linear measure; for square measure; 
for cubic measure; for liquid measure; for dry measure; 

3. Repeat the table for weight used by the grocer; the table 
used by the jeweler; the table used by the druggist. 

4. A' pound of Avoirdupois is heavier than a pound of Troy; 
but an ounce of Avoirdupois is lighter than an ounce of Troy. 
Explain. 

5. Reduce 2.7 T. to ounces. Reduce 2760 cubic feet to- 
cords. 

6. A man takes 100 steps of 0.8 yd. each in a minute; in 
how many hours and minutes will he walk a distance of 16 miles? 

7. Illustrate with a drawing: circle, circumference, arc, 
radius, diameter, angle. Define each. 

8. Reviews must be frequent. It is a good plan to make 
the lessons on Friday, review lessons. A good review of the sub- 
ject will make the impression on the mind deeper and clearer. 

LESSON VIL 

DENOMINATE NUMBERS, CONTINUED. 

1. Why is it necessary to have some years of 366 days, and 
how often do they occur? What is the exception to this rule? 
Give the table for time measure. 

2. How does the addition of compound numbers differ from 
addition of integers? Illustrate by an example in each process. 

3. Subtract 39 from 42; also 3 ft. 9 in. from 4 ft. 2 in. 
Show how these processes differ. 

4. A cubic foot of water weighs 62 lbs. 8 oz. ; what is the 



COURSE OF STUDY 91 

weight of the water in a tank that contains 48 cu. ft.? Multiply 
6 cu. ft. 700 cu. in. by 9. 

5. Divide 240 lb. 13 oz. by 26 lb. 12 oz. If a man walk 
88 yd. a minute, he walks at the rate of how many miles per hour? 

6. A merchant buys 12 gross of spools of silk at $5.76 a 
gross. He sells the spools at 60c a dozen. How much is his 
profit ? 

7. Italy uses the time of 15 degrees E., and Indiana that 
of 90 degrees W. When it is noon in Italy what time is it in 
Indiana ? 

8. A pupil may be excused if he does not understand the 
wording or the meaning of a problem, but for inaccurate numeri- 
cal work he must be judged as he will be judged in business — ^liis 
work is right or else it is wrong. Accuracy is far more important 
than speed. 

LESSON VIII. 

PEACTICAL MEASUREMENTS. 

1. Define triangle. Make drawings to illustrate three kinds 
of triangles, and define each kind. 

2. Define parallelogram. Make drawings to illustrate three 
kinds of parallelograms, and define each kind. 

3. A rectangular field containing 4.05 A. is 36 rd. long. 
How wide is it? 

4. If the area of a trapezoid is 17250 sq. ft., the altitude 
80 ft. and one of the parallel sides 225 ft., what is the other 
parallel side? 

5. A farm is described as follows: N. W. 14 Sec. 23, T. 2 
S., E. 3 W. How much is it worth at $60 per acre? 

6. What is the diameter of a circular plot of ground of 
which the circumference is 691,152 ft.? What is the area? 

7. Make a drawing, as you would teach a class the princi- 
ples of solving problems in carpeting rooms. Explain how one 
solves such problems. 

8. Teach a principle before you ask pupils to commit rule. 
If the pupil thoroughly understands a principle in Arithmetic, 
he will then easily learn the rule, should the teacher think it best 
to have him do so. It is well to have pupils construct a rule, 
under the direction of the teacher, and then compare the newly 
made rule with the printed rule of the text. 



92 COURSE OF STUDY 

LESSON IX. 
PEACTICAL MEASUEEMENTS. CONTINUED, 

1. Find the cost of plain paper for the walls and ceiling of 
a room 24 ft. long by 16 ft. 6 in. wide, using strips of 8 ft. for 
the walls, at $1.30 a double roll, 

3, State the principle by which one calculates the cost of 
plastering a room. Make and solve a problem in plastering. 

3. Explain the terms : frieze, openings, square, tongue-and- 
groove, bundle, bunch, gable, baseboard, concrete, and mortar, as 
used in buildings. 

4. At $1.10 a bunch, how much will the shingles cost to 
cover 1960 sq. ft., allowing 1000 shingles to 120 sq. ft.? 

5. How much will it cost to put a 5-foot sidewalk on two 
sides of a corner lot that is 75 ft. long and 35 ft. wide, at 75c 
per yard? 

6. What is the total area of the faces of a rectangular solid 
3 ft. 6 in. by 2 ft. 4 in. by 1 ft. 9 in. ? 

7. How many perch of stone in the cellar walls of a house 
36 ft.x 28 ft., if the walls are 11/2 ft. thick and 6 ft. high? 

8. Pupils should be required to learn thoroughly all the 
general principles of arithmetic, and with the teacher, study the 
solutions that are given in the text book. 

LESSON X. 

- PRACTICAL MEASUREMENTS. CONTINUED. 

1. Eind the number of feet, board measure, in 2 sticlcs of 
timber 18 ft. long, 1 ft. wide, 8 in. thick. Also in 30 boards % 
in. thick, 8 in. wide, and 12 ft. long. 

2. At. $1.02 a bushel, how much is the wheat worth that 
fills a bin 30 ft.x20 f t.xlO ft. ? 

3. Explain the difference between the lateral surface and 
the complete surface of a cylinder. Find the altitude of a cylin- 
der whose volume is 20 cu. ft. 324 cu, in. and whose area of base 
is 8 sq. ft. 72 sq. in. 

4. E[ow many gallons of water in a cylindrical well 3^ ft. 
in diameter and 6 ft. deep? 

5. How would you find: (a) The number of rolls of paper 
required to paper the walls and ceiling of this room? (&) The 
board feet of lumber to floor this room? -(c) The number square 



COURSE OF STUDY 93 

yards of plastering in this room? {d) The number of yards of 
carpet to cover the floor of this room? 

6. How would you estimate the number of loads of dirt 
that would have to be removed to excavate for a cellar? 

7. Given the weight of wheat in a bin, how would you find 
the number of cubic feet of wheat? 

8. The teacher should never call a class to recite a lesson 
in arithmetic without herself having a thorough knowledge of the 
subject matter of that lesson. Unless she has such knowledge,, 
the recitation must be a failure. 



PHYSIOLOGY 



FIRST, SECOND AND THIED GEADES. 

Prepared hy Supt. J. H. Wagner, Santa Fe, N. M. 

Eeferences : Davison's Health Lessons ; Eitchie's Primer of 
Sanitation and Physiology; Caldwell and Eikenberry's General 
Science. 

LESSOI!^ I. 

THE FRAMEWOEK OF THE BODY. 

1. Give three functions of the skeleton. 

2. Describe the structure of the spinal column and discuss 
its function. 

3. How many bones in the skull? Describe the cranium 
and name the bones. What is a suture? 

3. Describe the thorax. How many ribs are there, what is 
their use, how are they attached at the back and in front? 

5. Name and describe the bones of the shoulder and of the 
hip. 

6. Name the bones of an arm and the bones of the leg. 

7. Name two principal kinds of joints and explain the 
movements they allow, 

8. Give two functions of ligaments. What is a sprain? 

9. What first aid treatment should be given for a sprained 
joint? A dislocation? A broken bone? 

10. Name tive things that may cause the skeleton of a child 
to take an incorrect shape. 

EXPEEIMENTS. 

Show the supporting skeleton of a leaf. Use either an old 
leaf or one that has been skeletonized in a strong solution of 
wood ashes in boiling water. 

Decalcify the drumstick of a fowl by soaking it in dilute 
hydrocloric acid. 

LESSON II 

THE MUSCLES OF THE BODY. 

1. Describe the cells of a muscle. How many muscles in 
the human body? 



COURSE OF STUDY 95 

2. Explain how a muscle causes the skeleton to bend at a 
joint. What is a tendon? 

3. What functions have muscles other than moving the 
body? 

4. Give rules for securing a correct carriage of the body. 
How far apart should the desks be in a fourth grade school room, 
say for a child ten j^ears old? For a girl in the eighth grade? 

5. On what three points of the foot does the body weight fall ? 

6. Why are high-heeled shoes bad? 

7. Describe a good shoe. 

8. In school pupils should be allowed to change their posi- 
tions freely. Why? 

SUGGESTION. 

Get some good setting-up exercises such as those used by the 
Boy Scouts and discuss their value. 

LESSOK III. 

THE HEAKT AND CIECULATION. 

1. Explain the movement of the blood through the body. 
What must be carried to the cells and what aAvay from them? 

2. Describe the different kinds of corpuscles and state their 
function. 

3. What are capillaries, veins and arteries? 

4. Make a drawing of the heart and label the important parts. 

5. Give the source and function of the lymph and describe 
the lymphatic vessels. 

6. What is the thoracic duct? The aorta? The portal cir- 
culation ? 

7. How does over-exercise affect the heart? Name some 
games that put great strain on the heart. 

8. Discuss the effect of tobacco on the heart. 

9. What effect does alcohol have on the heart and on the 
blood vessels? 

10. What causes of death are especially common among drink- 
ers on account of the effect of alcohol? 

EXPEEIMENTS. 

Get a glass model of a force pump out of a physical labora- 
tory and explain the action of the valves. 

If a microscope is available, examine a drop of blood under 
the gl 



96 COURSE OF STUDY 

Have a demonstration made in the class of the first aid to be 
given in case of bleeding from a wound. 

LESSOK IV. 

RESPIRATION". 

1. What is the first object of respiration? 

2. What organs are in the thoracic cavity? 

3. How is the chest cavity enlarged in breathing? Explain 
fully the action of the ribs and the diaphragm in the act of 
breathing. 

4. Describe the trachea and its branches. 

5. How do the bronchial tubes end? 

6. Explain the changes that take place in the air in the 
lungs. 

7. Why is breathing dust dangerous? Explain how dust is 
disposed of in modern factories. 

8. How may buildings be swept without raising a dust? 

9. Discuss the out-door school room. The sleeping porch. 
10. Discuss the ventilation system of the room you now re- 
cite in during cold weather. 

EXPERIMENTS. 

'Make a solution of lime water^, let it settle or filter and then 
have a pupil breathe through a glass tube into the lime water. 
Note changes and explain. 

Ijet a smoker exhale the smoke from a cigarette, a pipe or a 
cigar through a glass tube into a bowl of water in which there is 
a fish. Note the result and explain. 

LESSON V. 

COLDS, CLOTHING AND BODY HEAT. 

1. How are colds caused? Distinguish between epidemic and 
chronic colds. 

2. Give three ways by which the body resistance to the 
germs of cold may be raised. Discuss the practice of taking cold 
baths. 

3. What is catarrh? What is bronchitis? 

4. Explain the purpose of clothing.- Discuss linen, cotton,, 
woolens, fur and feathers as materials for clothing. 



COURSE OP STUDY 97 

5. Name and describe the two layers of the skin. Describe 
a hair follicle; a sweat gland. What is the source of sweat? 

6. Explain how the heat of the body is regulated. 

7. How may wet feet or damp clothing injure the body? 

8. What is the effect upon health of overheating the body? 

9. Why does alcohol give a sensation of warmth? 

10. What has been the experience of explorers in regard to 
the power of drinkers and of abstainers to withstand the cold? 

EXPEEIMENT. 

Take two glasses^ same size, and fill partly full of hot water. 
About one wrap a woolen cloth and about the other a linen cloth. 
After ten or fifteen minutes take the temperatures with a ther- 
mometer. State conclusion. 

LESSON VI. 

THE NERVOUS SYSTEM. 

1. Make an outline of the nervous system. 

2. State two functions of the nervous system. 

3. Explain the following: A nerve fiber, a ganglion, motor 
nerves, sensory nerves. 

4. Describe the brain. 

5. What is the cerebrum? Its function? 

6. Wliat is the cerebellum and its function? 

7. If the cerebrum is removed can an animal live? 

8. What is the effect if a person or animal has an injury 
to the cerebellum? 

9. Describe the spinal cord. 
10. What is the medulla? 

DISSECTION. 

To study the gross structure of the brain, use the brain of a 
sheep. Eemove from the cranium a couple of days before it is 
to be dissected and harden in a half-and-half solution of grain 
alcohol and water. 

LESSON VII. 

THE NERVOUS SYSTEM, CONTINUED. 

1. What is a reflex action? Give an example. 

2. What is a habit? Explain how it is formed. 



98 COURSE OF STUDY 

3. Why is rest necessary for the nervous system? 

4. Give some facts which indicate that open-air life prevents 
exhaustion of nervous force. 

5. Discuss the effect of alcohol and tobacco on the nervous 
system. 

6. What is the effect of hope, joy, fear, anger and sorrow 
and other emotions on the nervous system? 

7. Discuss this statement: "As a man thinketh, so is he." 

LESSOK VIII. 

THE EYE. 

1. What means are there for protection of the eye from 
blows, from light and dirt? 

2. Describe the muscles of the eye. 

3. Make a diagram of the eye and be prepared to describe 
the different essential parts, giving their functions. 

4. Explain the formation of the image. 

5. How is the eye accommodated to near and far objects? 

6. What causes near sightedness? Far sightedness? As- 
tigmatism ? 

7. Name some things that should be avoided because they 
allow germs to enter the eyes. 

8. From what direction should the light come when one is 
working ? 

9. How much window space should a school room have? 
10. ^STame some practices of reading and study that are 

harmful. 

LABOEAT.ORT WORK. 

The eye of a sheep is a desirable specimen for dissection and 
study. Eemove one from the head of a slaughtered sheep or goat 
and place in a half-and-half mixture of grain alcohol and water 
for twenty-four hours or more. Use a sharp knife and scissors 
and dissect for the class. 

LESSON IX. 

THE EAR. 

1. Describe the outer ear and give its use. 

2. Name the essential parts of the middle ear, giving the 
function of each part. 



COURSE OP STUDY ,99 

3. Locate the inner ear and name its parts, giving uses. 

4. Explain how a sound wave stimulates the nerves of 
hearing. 

5. What is the difference between a loud sound and a low 
sound? What determines the pitch of a sound? 

6. What causes ear ache? What causes most of the cases of 
deafness in adults? 

7. Why is a blow on the side of the head dangerous? 

8. Wliat damage may be done by an unskilled person at- 
tempting to remove objects from the ear? 

SUGGESTION. 

The ear of some animal such as a sheep or goat is not diffi- 
cult to dissect if you have a pair of pliers, a knife and a small 
saw. With a little care in the work, the three bones may be lo- 
cated and removed and mounted on a piece of cork for exami- 
nation. 

LESSON X. 

OEGANS OF TOUCH, TASTE AND SMELL. 

1. What is the organ of touch? What is learned through 
this sense? 

2. What is a papilla ? Where are the nerves most abundant ? 

3. How do we know size^ roughness or smoothness in an 



object 



« 



4. Where are the nerves of taste? 

5. Locate and describe the different taste buds. 

6. How does the food reach the nerves of taste? 

7. How may the sense of taste be injured? 

8. What is the organ of smell? Name the nerve. 

9. What is an odor? 

10. How may the sense of smell be injured? 

LESSON XI. 

THE DIGESTIVE ORGANS. 

1. What is digestion ? 

2. Name the parts of the digestive system. 

3. Describe the function of the teeth. 

4. How many salivary glands are there? Locate them and 
describe the action of the saliva on food. 



100 COURSE OF STUDY 

5. Describe the esophagus, 

6. Describe the stomach and explain the action of the gas- 
tric juice. 

7. Describe the intestines and explain the muscular action 
of these and the office of the villi. 

8. Name the juices poured into the intestines and the use 
of each. 

9. What causes appendicitis? 

10. What effect has alcohol on the stomach and tell how this 
interferes with health. 

LESSON XII. 

FOODS. 

1. Give three uses of foods. 

2. Name the three classes of foods and give an example of 
each. 

3. What foods are rich in protein? in starch? in sugar? in 
fat? 

4. What is a food? What is a poison? 

5. Which classes of foods give heat and strength to the 
body? Which class furnishes building material? 

6. For what is iron used in the body? In what foods is 
iron abundant? 

7. What disease is said to be caused by a lack of phosphorus ? 
What foods are rich in phosphorus? 

8. Name several good examples of a complete food. 

9. Is alcohol a food? Discuss. 

10. What happens to the fat and muscles of famine sufferers? 

LESSON XIIL 

th:^ teeth. 

1. Name the parts of a tooth. Describe enamel, crown, root, 
pulp cavity. 

2. What causes the decay of a tooth? 

3. Tell what you can about the care of teeth. 

4. How many teeth in the temporary set? Give reasons for 
caring for this set. 

5. How many teeth in the permanent set? Name and de- 
scribe the different kinds. 

6. What is tartar? Discuss its injurious effects on the teeth. 

7. Discuss some practices injurious to the teeth. 



COURSE OF STUDY 101 

8. Name some good mouth washes. 

9. Why are hard foods better for teeth than sticky foods? 
10. Why is constant candy eating injurious? Discuss the 

effect of tobacco on the teeth. 

LESSON XIV. 

DUST, MOLDS AND BACTEKIA. 

1. Discuss the nature and source of dust and its effect upon 
the delicate membranes of the nose^ the eye and the lungs. 

2. What is meant by living dust such as spores? What is 
mold? 

3. What are bacteria? Are they classed as plants or animals? 
Explain how they multiply. 

4. What is the relation of bacteria to decay? Give exam- 
ples of bacterial diseases. 

5. In what sense are bacteria useful? Explain how they 
may be cultivated. 

6. Discuss the fly as an agent in the distribution of bacteria. 

7. How is the typhoid bacteria transmitted? 

8. Give the life history of the house fly and the best means 
for his disposal. 

9. Discuss the importance of pure milk and water and show 
how the same may be polluted with typhoid. What is meant by 
pasteurized milk? 

10. Discuss mosquitoes and malaria. 

11. What relation exists between cleanliness and disease? 

12. What can you do in your neighbrohood to improve the 
healthfulness of it? 

13. What are the laws relative to quarantine in cases of in- 
fectious disease? Do you think these laws are just? 

14. Do you know of cases where the laws have been broken? 
Was it justifiable to break quarantine? 

15. Is it in any sense indecent or unclean for one to have 
typhoid ? 

LESSON XV. 

WATER SUPPLY AND SEWAGE DISPOSAL. 

1. Discuss the importance of pure water and the usual source 
of water supply. 

2. Name some kinds of impurities that are highly objection- 
able and often found in drinking water. 



102 COURSE OF STUDY 

3. Give the sources of bacteria found in lakes and rivers. 

4. Give the methods of securing pure water in many of the 
large cities. Describe the water supply of New York City; of 
Chicago. 

5. Discuss the question of sewage disposal in the cities and 
towns in the country. 

6. What is the usual water supply of the rural home? 

7. What is the most feasible plan for disposing of waste 
matter in the country? 

8. What is the big problem for the city planner? 



HISTORY OF THE UNITED STATES 



Prepared by Una Bedichek, Deming, N. M. 

The following outline is submitted as a guide for the summer 
work in the History of the United States. Muzzey's American 
History, Hart's Essentials of American History, Channing's His- 
tory of the United 'States are suggested as "handy" reference 
works which each instructor should have. 

I shall take the liberty of departing from a set outline at 
any point, since a sufficient outline for organized work may be 
found in the Table of Contents of Mace's School History of the 
United States. 

LESSON I. (Pages 1-117) 

1. Mention all the conditions in Europe that led to the dis- 
covery of America. 

2. Do you believe the fall of Granada had a moral effect 
upon the discovery of America? Eeasons? 

3. Discoverers : 

Columbus. 

Cabots, 

Cartier. 

4. State definitely to what point each sailed. 

5. Explorers : 

Ericson. 

De Leon. 

De Soto. 

Coronado. 

Drake. 

Frobisher. • 

Champlain. 

Ealeigh. 

6. What must nations do to establish a claim? 

7. State definitely the claims of England, France and Spain, 
based on the above explorations. 

8. The study of the different tribes of Indians. In New 
Mexico particularly this study should be extensive. Differences 
should be shown between the North American and South Ameri- 
can Indian. The pamphlets published by the Smithsonian Insti- 
tute are available. 

9. Name five strong men who, it may be said, "saved Amer- 



104 COURSE OF STUDY 

ica" during the colonization. Why? Do you believe there are 
five? 

10. Name four social classes in the colonies and state how 
the differences of class were shown. 

LESSON II. (117-162) 

INTER-COLONIAL WARS. 

1. Eeview the claims of the different nations. 

2. On what was each claim based ? 

3. Give definite causes and results of the following wars: 

English Succession. 
Spanish Succession. 
Seven Years A¥ar, 
Austrian Succession. 

4. What war in America was a part of each? Give results. 

5. What do you consider America learned from these wars? 

6. About what per cent of American men were educated? 

7. How does the number of schools in proportion to the 
population compare with those of today? 

LESSON in. (162-198) 

THE PERIOD OF THE REVOLUTION. 

1. England's Colonial Policy. 

Eead : Burke's Conciliation with America." 

2. Give the general and specific causes of the war, including 
the four intolerable acts of 1774, 

3. Who were the strong men of America and England at 
this time? 

4. Whal^ do you consider the difference between a man's 
honor and a nation's honor? 

5. Are the specific causes of all wars trivial and unworthy 
great nations? 

6. Do you think there is a moral effect resulting from teach- 
ing the child the difference between specific and general causes 

7. What are all the steps that have been taken toward the 
union of the colonies up to 1776 ? 

LESSON IV. (162-198) 

1. Learn the Eevolutionary war by campaigns. The Eng- 
lish plan and how it was met. 



COURSE OF STUDY 105 

2. Campaigns for winning the Middle States. 

3. War in the South. 

4. War in the West. 

5. War on Sea. 

6. Do you feel that the United States was honor bound to 
pay France hack in aid for the services of Lafayette? Eeasons 
for and against. 

7. Here again is a nation's honor the same as a man's honor ? 

8. Trace the growth in national feeling to the end of the 
Eevolution. 

LESSON V. (198-214) 

THE STRUGGLE FOR A PERMANENT UNION. 

1. Eead the Articles of Confederation. Point out its vir- 
tues, faults. Give the reasons for the faults. 

2. Eead the Constitution. Point out each remedy it applied 
to the Articles of Confederation. 

3. Eead in class the clauses that have either been amended 
or radically changed by interpretation. 

4. Who are the great men of this period and state as clearly 
.as possible how" each influenced the Union. 

LESSON" VL (214-235) 

THE PERIOD OF NATURAL GROWTH. 

1. Our country when Washington became president: 

Socially. 
Sectionally. 
Educationally. 
Commercially. 

2. What is meant by Strict-and-Loose Constructionist? 

3. State fully and definitely Hamilton's internal and exter- 
nal policies. 

4. Give four results of Hamilton's measures to establish a 
national credit. 

5. What was the effect on America of our Proclamation of 
ISTeutralitv (1793) ? ISTame several results. 

6. What are Alien and Sedition laws? 

7. Why were they proposed? 

8. What were the Kentuclcy and Virginia resolutions? 

9. What are the events attending the election of Jefferson 
and the defeat of the Federalists? 



106 COURSE OF STUDY 



LESSON VII. (235-257) 

1. Jefferson's policy: 

War Policy. 
Commercial Policy. 

2. What were four results of the Louisiana Purchase? 

3. Was Jefferson a strict constructionist? 

4. War of 1812. 

Causes. 
Events. 
Eesults. 

5. Changes made in the political parties. 



LESSON VIII. (257-294) 

1. Why was the Missouri Compromise necessary? 

2. What events led to the formation of the Monroe Doctrine ?' 

3. Do you know how many times this doctrine has been ap- 
plied to our affairs? 

4. Trace the rising difficulties between the sections from the 
early colonies up to the time it became centered on slavery be- 
tween the north and south. 

5. State definitely how the question became the 'leading 
question when a new state was to be admitted. Name the states 
concerned. 

LESSON IX. (295-336) 

1. Give a brief history of the growth in sectional trouble 
from the just difficulties in the colonies up to the outbreak of the 
Civil War. 

2. Explain the tariff. 

3. What are the recent changes in the tariff? 

4. Who were the great men of the period? 

5. Who were the fanatics? 

6. What attempts at compromise were made? 

7. The Mexican war. 

Cause. 

Events. 

Eesults. 

8. Give the questions raised in the presidential campaign' 
of this period. 



COURSE OF STUDY 107 

LESSON X. (337-385) 

1. The War of the Union. 
Events. 
Eesults. 

LESSON XL (385-446) 

THE PERIOD OF CONSOLIDATIOlSr AND EXPANSION. 

1. Position of North politically. 

2. Position of South politically. 

3. Study this period from the point of political problems and 
physical difficulties. 

4. Point out the blunders. 

5. Study the life and deeds of Charles Sumner. 

6. Study the important legislation proposed and passed^ — 
proposed and imposed. 

LESSON XII. (446- ) 

1. Study the modern commercial and political problems. 

2. The Federal Eeserve Banks. 

3. United States policy of expansion. 

4. Several Supreme Court decisions should be studied. 

5. Suggest problems to be settled and state problems that are 
being settled. Mention and discuss at least four of each. 

LESSONS XIII AND XIV. 

I would suggest a thorough review of the questions in the back 
of the text. 

If there is a competent and willing lawyer in the town who 
will give an exhaustive treatise on the tariff, this will be an excel- 
lent idea. If possible get the point of view of each party. 



U. S. CIVICS 



Prepared hy Supt. J. L. G. Swinney, Farmington, N. M. 
LESSON I. 

THE GOVERNMENT AND THE CITIZEN. 

1. The true nature of government. 

a. In early times. 
h. In later times. 

2. Develop the various forms of rule — from the home to the 
tribe, and so on to a republic. 

3. Give, the difference between a voter and a citizen. 

4. Give the citizens' part in government: 

a. In a pure democracy. 

h. In a representative government. 

5. What is a constitution? Do all divisions of our govern- 
ment need a constitution for their guidance? 

6. What is the difference between a municipal and political 
division of territory? 

7. What is a "political party"? For what purposes and how 
is it formed? 

8. What is the convention plan of making nominations? 
The direct primary plan? Who are entitled to vote at each? 

9. Discuss different methods of voting. Which plan to you 
seems best? 

10. Why is it a citizen's duty to hold office? To do jury 
service? To do army service? What are the disadvantages of an 
official salary that is too small? Of one that is too large? 

11. What is the theory concerning the payment of taxes? 
Fame three kinds of taxes and discuss each. 

LESSON" IL 

W^HAT GOVERNMENTS DO. 

1. In feudal times, hoAv did the individual protect his rights? 

2. Define the following terms: Plaintiff; defendant; bail; 
extradite; venue; panel; habeas corpus; truancy; reform school; 
indeterminate sentence; capital punishm-ent (is it justifiable?) ; 



COURSE OF iSTUDY 10& 

misdemeanor; crime; direct evidence; circumstantial evidence; 
tort ; quarantine ; insurance ; bankrupt ; compromise ; criminal pro- 
cedure; civil procedure; contagious; board of health. 

3. What connection, if any, betv/een truancy and crime? 
Intemperance and crime? 

4. What is the business of a juvenile court? Why were they 
established? Have they helped any buys or girls to become bet- 
ter men and women? How? 

5. What is the meaning of an oath or affirmation in a law 
court ? 

LESSON" III. 

1. What is the general aim of education? What is the unit 
on which the school system of New Mexico is based? How does 
a school board member receive his office? 

2. Should all the children of all the people be educated? 
Give reason for your answer. What is the legal age for school at- 
tendance in New Mexico? Compulsory attendance age? Quote 
the compulsory attendance law. Is free education beyond the 
high school furnished in New Mexico? Ought it to be? 

3. Should school Looks be furnished without cost to pupils? 
"Why, or why not? 

4. What have been the chief causes of illiteracy? Do you 
approve of the "Moonlight School" plan for removing it? 

5. Why do public charities have to be established? Which 
is the better plan of caring for the poor — by public charities or 
private charities? Give reason for your answer. What is the 
general effect upon the character of the receiver of public chari- 
ties? In what ways are public charities dispensed? 

6. Give a general discussion of the following: Good roads; 
country roads; clean streets; parks and play-grounds. 

LESSON IV. 

1. Debate: City versus Country. In the debate it would be 
well to discuss good and bad public franchises and public utility 
commissions. 

2. Discuss each of the following resources: Forests; mines; 
agricultural lands — stating the importance of good roads, rivers, 
canals, lakes, railroads and the ocean in this development. 

3. State some reasons why the government has established 
the forest reserves and employs such a large force of men to care' 
for them. 



110 COURSE OF STUDY 

4. Discuss irrigation; state reservations; national parks. 

5. What is the "Fergusson Act" and why would it benefit 
New Mexico for it to become a law? 

6. Define medium of exchange. Quote the Constitution on 
the coinage of money. 

7. Give a general discussion of the post office system; pos- 
tal savings bank; parcels post. 

LESSON V. 

Give this whole lesson to the discussion of Foreign Affairs: 
How is foreign affairs business carried on and the perplexing prob- 
lems that this country has had to deal with, beginning with the 
Mexican revolution of MJadero. 

LESSON VI. 

1. In discussing the Army and Navy it would be well to 
quote the Constitution on declaring war, raising and supporting 
armies and navies, and calling forth the militia of the several 
states. 

2. In times of peace where are soldiers and sailors trained? 
In times of war how is the army and navy increased? Does our 
country accept the German view of militarism? What is meant 
by militarism? What is the present strength of the army and 
navy? 

3. What is a tax? Define direct taxation; indirect. To 
which class do the following belong: Poll tax; occupation tax; 
duties on imported goods; tax for the support of schools; tax on 
oleomargarine; all excise taxes? Why is smuggling carried on? 
What method is adopted by the government to prevent it? What 
method of taxation supplies the government with funds to carry 
on the government's business? 

4. Discuss the cost of maintaining the national government? 

5. How are taxes levied and collected : (1) In the country; 
(2) in the state; (3) in the nation? 

LESSON VII. 

1. Give the three methods of law-making by Congress. 

2. What powers are reserved to the states ? Does the 
thought of the people tend towards giving more power to the 
states or on centralization? 



COURSE OF STUDY 111 

3. Give the methods of law-making in New Mexico. 

4. Under what clause in the Constitution does Congress get 
its right to enact "pure food laws"? 

5. What is "veto power"? Initiative and referendum? 

6. Discuss patent rights. Copyrights. 

LESSON VIII. 

THE OEGANIZATION OP THE GOVERNMENT. 

1. In New Mexico what constitutes a town? A village? A 
city? How are each governed? Why do so many foreign immi- 
grants settle in the cities? Why has the foreign immigration 
question hecome such a momentous one? What do we mean by 
"assimilation of the foreign immigrant"? 

2. Discuss the organization of township, county and state 
governments, and parallel them with the national government, as 
to law-making, law interpreting and law-enforcing. 

3. What is meant by the equality of states? 

4. What constitutes the courts of the country; the state; 
the nation? How are the judges of each chosen and what is their 
term of office? 

5. Where does the United States Supreme Court hold its 
sessions? How many judges compose it? Name them, and give 
salary of each. 

6. How are members to Congress elected? How many from 
each state? When and why are they privileged from arrest? How 
is Congress organized? Who presides over each body of Con- 
gress? What is the salary of each? 

LESSON IX. 

1. How is the President elected? His advisers are known 
as the members of the cabinet. What departments in the Presi- 
dent's cabinet? Name the heads of each department and give the 
duties of each department. Give their salaries. 

2. What questions of international importance have been 
considered by the Department of State during the last four years? 
One member of President Wilson's cabinet has resigned during 
his term. Give the reason for this resignation. What has been 
accomplished during President Wilson's administration toward es- 
tablishing "world peace"? 

3. What is Civil Service? How are positions obtained in 



112 COURSE OF STUDY 

the Civil Service? Give a general discussion of Civil Service as 
applied to the several states; to the national government. 

LESSON X. 

SOME AMERICAN IDEALS. 

1. Discuss the following subjects: 

a. Hospitality to all people, 

&. Liberty. 

c. Equality of opportunity. 

d. Patriotism. 

2. Give the history of the Declaration of Independence and 
state some of its most important features. 

3. Discuss powers which are denied to the United States in 
the Constitution. 

4. Discuss powers which are denied to the States. 

5. Discuss the Bill of Eights. 

6. Discuss Boys' Eepublics, Conventions, etc. 



SCHOOL MANAGEMENT 



Prepared by Supt. W. T. Conway, Raton, N. M. 

Note: The teacher who has read Lincoln's "Everyday Peda- 
gogy'' and Kennedy's "Eural Life and the Eural School" will be 
prepared to discuss the topics in this outline. See also the books 
mentioned as references in the Outlines on Pedagogy. 

LESSON L . 

SCHOOL OEGANIZATION. 

1. What is meant by school organization? 

2. Is it necessary to make rules to govern a school? 

3. From whom does all power to govern come? 

4. Why is obedience to those in lawful authority so univer- 
sal in the school room? 

5. Why do we consider good order, promptness, silence, hap- 
piness, as emanating from the organic nature of the school? 

6. To what extent does the teacher's personality enter into 
the complete organization of the school? 

7. What should be a teacher's attitude towards all preceding 
organizations of the school where she is to teach? 

8. How may the spirit of co-operation be aroused to assist 
in the complete organization of a school and thereby gain the sup- 
port of parents and children at the very beginning? 

LESSON II. 

i' 

THE RECITATION. 

1. What is the literal meaning of the recitation? 

2. What is the teacher's part in the recitation, and how at- 
tained ? 

3. What is the pupil's part in the recitation, and how at- 
tained ? 

4. What are some of the distinctive aims of the recitation as 
enumerated by White, Ogden, Putnam, Sweet, Fitch, Sabin, and 
Harris? 

5. Why are interest and attention two of the most vital es- 
sentials of the recitation? 



114 COURSE OF STUDY 

6. Discuss thoroughly the testing, teaching and ti'aining part 
of the recitation^, and what is the specific aim of each part? 

7. What are the fundamental principles that underlie a care- 
ful and correct assignment of all lessons? 

8. What are some of the most profitable lessons to assign for 
home work? 

9. What preparation should the teacher make for the correct 
teaching of the lesson? 

LESSON III. 

I 

DISCIPLINE AS A SCHOOL PROBLEM. 

1. What is the purpose of discipline, and what fundamental 
principles govern its use? 

2. Is there a psychology of conduct? 

3. In what way does the development of intellect, feeling, 
and will of the average pupil affect the problem of discipline? 

4. What is the psychology of class control? 

5. Name the various methods of exercising administration 
discipline? When may each be used? 

6. In the last twenty years the number of cases of suspen- 
sion, expulsion, corporal punishment, severe reproof have been re- 
duced several hundred per cent over that of former times. Why? 

7. Why is the problem of discipline still so vital in the 
proper and successful administration of the public schools of this 
country ? 

LESSON IV. 

STUDY AS AN AET, 

1. How should pupils study? 

2. What evils are manifest in the plans now used in many 
of our schools in teaching boys and girls to study? 

3. Is there a necessity for study in all of our schools? 

4. How train pupils to have specific aims in their study? 

5. How train pupils to get a complete organization of their 
ideas which result from their study? 

6. Can children be trained to judge of the soundness and 
worth of statements made in text books, papers, story books and 
magazines ? 

7. What recognition should the teacher take of the individu- 
ality of the average pupil? 



COURSE OP iSTUDY 115 

8. Should home study be required, and under what condi- 
tions ? 

9. Should credits for home study be given? 
10. What are the conditions for effective study? 

LESSON y. 

THE PEDAGOGY OF THE RURAL SCHOOL. 

1. (a) Why is it necessary that the teacher have in mind 

a tentative program when she goes into any school 
room to teach? 

(b) In order to make a program that will in any meas- 
ure meet the conditions of the school, what knowledge 
must she have beforehand of the school and its needs, 
and how is she to get the information requisite to 
maldng such program? 

(c) When should a program be changed? 

2. (a) For class criticism, make a program for a school of 

five grades, and submit same. 

3. (a) What system of "Eeport Cards" should be used, and 

what should these show? 

(&) Can these cards be made to show the general atti- 
tude of the pupil in school, as well as the - character 
of his work? 

(c) Can they be made to show the preparedness of his 
lessons, his attentiveness in class, and the likelihood 
of his being advanced in his school work? 

4. (a) To what extent is the teacher responsible for the 

health of the school? 
(&) Why should "Swat the Fly'' be a slogan in every 

country'' school? 
(c) What specific plans can be used to rid the school 

room of flies? (See page 69, "Everyday Pedagogy.") 

5. (a) Is it possible for the teacher to discover physical 

defects in children, and what may be done to remedy 

same when discovered? 
(&) When there are defects of the eye or ear, what ought 

to be done at once? 
(c) How may adenoids be detected, and how remedied? 

6. (a) What morning exercises do you have in your school? 
(&) What should be the purpose of any exercises held in 

the morning before commencing the regular work of 
the day? 



116 COURSE OF STUDY 

7. What should be the character of all first grade work in 
arithmetic, and what concrete methods may be used to impress the 
idea of number on little children? 

8. (a) What is the purpose of reading? 

(5) What are some of the best methods to be used in 

teaching primar}^ reading? 
(c) Explain the "Beacon Method" of teaching primary 

reading. 
8. Can boys and girls be trained to use the dictionary? How? 

LESSON VI. 

ART OF CLASS MANAGEMENT. 

1. Describe the salient features of a class not well managed 
and the apparent results made manifest. 

2. Describe the conditions of a school room where the class 
is properly managed and what are the probable results from such? 

3. The statement has been made that the teacher is largely 
responsible for the excellence of good class management or for a 
lack of same. Is this true? Explain. 

4. Why is it absolutely necessary that a teacher have a 
thorough academic education before she attempts to teach the 
grades of the public schools with any degree of comfort or satis- 
faction to herself? 

5. Why must a teacher have a thorough professional educa- 
tion before she can teach successfully any school, and render satis- 
faction to pupils, parents, school boards, and supervising officers? 

6. Why is a program for recitations and study periods neces- 
sary in any school? 

7. Make a tentative program for a rural school, knowing 
the following conditions : 

No. of Pupils in First Grade 4 

No. of Pupils in Second Grade 5 

No. of Pupils in Third Grade 4 

No. of Pupils in Fourth Grade 5 

No. of Pupils in Fifth Grade 4 

No. of Pupils in Sixth Grade 4 

Total in grades 26 

8. What special tactics should be used to secure individual 
and class attention at all times? 

9. What should be the proper posture of pupils when recit- 



COURSE OF STUDY 117 

ing? Is it necessary to be particular in reference to tlie slovenly 
positions many pupils assume while reciting? Why? 

10. Should special attention be given to the assembling and 
dismissing of classes? Should military precision be insisted on 
until the same becomes a habit? Why? 

LESSOF VII. 

FIRST DAY OF SCHOOL. 

1. Wliat is the proper way to proceed in an effort to secure 
a school in a certain district? 

2. Should there be an indiscriminate filing of applications? 
Why? 

3. Having been selected by some particular board to teach a 
certain school, what essential things may be learned by having a 
conference with the preceding teacher, or with the County Super- 
intendent ? 

4. Having before you the register of the former teacher, 
which shows all promotions and classifications, can you now make 
a tentative program and seating schedule for your school ? Why ? 

5. What troubles may be avoided by judiciously selecting a 
boarding place? 

6. The teacher knowing that she is being "weighed in the 
balance," why should she be desirous of making a good impression 
the first day? 

7. Can pupils take a teacher's measure the first week of 
school and discover the ability to use or lack of ability in the fol- 
lowing: correct and accurate use of English, self-control, punctu- 
ality, tact, precision, and general information? 

8. What should be the attitude of a teacher towards the so- 
cial conditions of the district, having a fair knowledge of all mat- 
ters before your first day of school ? 

9. What rules and regulations must be established on the 
first day of school and should they appear statutory and arbitrary, 
or self-imposed and necessary? Explain. 

LESSOIv^ YIII. 

EXAMINATIOXS AND PROMOTIONS. 

1. When should an examination be held, and what should 
be its form — written or oral? Who should hold the examination? 

3. Has an examination a disciplinary effect on teacher as 
well as on the pupil? Explain. 



118 COURSE OP STUDY 

3. Who should make out the questions for a final test in 
any subject? 

4. What fundamental principles should a teacher keep in 
mind, when preparing a set of test questions for a final examina- 
tion? 

5. Why should promotion depend upon grades made in daily 
class work and examination tests, averaged together? 

6. Why is the teacher's judgment of the ability of a boy or 
girl to do more advanced work a better criterion upon which to 
base advancement of a pupil than an array of figures as the re- 
sult of daily or term tests? 

7. What is the moral duty of a teacher in completing all 
school records? Is it justice to pupils that all records be made? 
Explain. 

LESSON IX. 

METHODS IN TEACHING. 

1. What is meant by a method in teaching? 

2. Is there a correct method of teaching Spelling? Illustrate. 

3. How should Geography be taught, and what physical ap- 
pliances are quite necessary to properly illustrate many of the 
problems to be found in this branch of study? What apparatus or 
helps may pupils devise (if encouraged to do so) that may be used 
with good effect in this branch? 

4. How should History be taught in both the lower and the 
higher grades in the public schools? Show not only the practical 
value, but the cultural value of history. 

5. What method or methods should be used in teaching 
Eeading? It is the judgment of man}^ supervising officers that 
this branch is quite poorly taught in the public schools of our coun- 
try, and that many boys and girls leave the schools before they 
have acquired the habit of good reading. Who is to blame for this 
condition? To what extent shoull we hold the home, the com- 
panionship of the pupil, the teacher, responsible for this? 

6. When should number work be commenced in the grades, 
and what caution should every teacher of primary children keep 
in mind when instructing little ones? Why is oral and mental 
analysis of primary problems much better for children than writ- 
ten work? Is there too much time given to the abstract phases of 
arithmetic in our schools, and too little time given to the con- 
crete processes that appeal to the understanding of children? 
Explain. 



COURSE OF STUDY 119 

LESSON X. 

THE PERSONALITY OF THE TEACHER. 

1. Effect of physical appearance and health. 

2. How does the cheerfulness, the promptness^, the punctu- 
ality, the industry, the integrity, the personal habits of a teacher 
influence the pupils of a school? 

3. In what way does intellectual capacity enable a teacher to 
understand the nature of children, and thereby become more sym- 
pathetic in dealing with them? 

4. Why does sincerity^ honesty, self-control, enthusiasm and 
tact in the teacher have ,such a powerful influence in the school 
room ? 

5. What should be a teacher's professional equipment? 

6. What should be a teacher's social equipment? 

■ 7. What effect does neatness, cleanliness, tidiness, a well 
modulated voice, an accurate and refined use of the English lan- 
guage have upon children when these virtues are all manifest in 
the teacher? 

LESSON XI. 

PURPOSES OF INSTRUCTION. 

1. Why do the people of New Mexico willingly spend mil- 
lions of dollars each year to develop a system of public education 
that shall adequately meet the needs of all its people, and pro- 
duce a well defined purpose which gives social, civic, commercial, 
industrial, and educational advantages to all concerned? 

2. Why has instruction a commercial value, and should this 
be impressed upon pupils? 

3. Why has education a cultural value, and state why this 
should be impressed on stT,idents? 

4. Is the school a miniature form of government where boys 
and girls learn to be obedient to those in lawful authority and 
where they learn efficiency and industry? Explain. 

5. Show that the public school system of this nation is at 
the foundation of all our civil and religious liberties and that in- 
telligence and morality must be the chief corner-stones, of our 
national fabric if our liberties are to be perpetuated. 

6. How may a teacher stimulate a community and exert 
moral influence that will better conditions in school and com- 
munity? 



120 COURSE OF STUDY 

7. How may a teacher, as a part of her instruction, show 
that the so-called evil tendencies of environment and heredity may 
be largely overcome, and children coming from homes or localities 
where unfavorable conditions prevail, may develop into law-abid- 
ing, liberty-loving and God-fearing young citizens, despite their 
surroundings ? 

8. What should be a teacher's attitude towards those insti- 
tutions that destroy character — towards Sabbath breaking and 
other evil or vicious conditions? 

9. What should be a teacher's attitude towards the influence 
of the home and the church? 

LESSON XII.. 

HOME CONDITIONS AFFECTING A CHILD'S PHYSICAL CONDITION. 

1. What of the child's food in the home? Is his method of 
eating varied? Does he eat slowly? Is his food well masticated. 
and easily digested? Is his food well cooked? Does he eat at 
regular periods? Does the teacher ever admonish pupils to eat 
simple and nourishing food and to avoid high seasoned food and 
stimulants like tea and coffee? 

2. Does the child's skin have a healthy glow? Is the child 
always cleanly in body and clothing? Does the child change his 
underclothing at short and regular intervals? Does he change 
his underclothing at night? Does he properly care for himself 
when going from school room into the open air in cold weather. 
by putting on extra wraps? Are his neck, legs and chest pro- 
tected by proper woolen clothing in winter? Is the child taught 
to keep his feet dry at all times? Is the child bathed from once 
to twice a week in water neither too warm nor too cold ? Does the 
teacher constantly admonish pupils, in a kind and sympathetic 
manner, in reference to these matters? What of the manner of a 
child's breathing? Does the child get plenty of healthful exercise 
in the open air? 

3. What of the child's sleep? The child from six to eight 
years old needs eleven to twelve hours' sleep. The child from nine 
to eleven years old should have ten or eleven hours. A child from 
twelve to fourteen years should get nine to ten hours' sleep each 
day. Does the child of a specific age get sleep enough? Does he 
have plenty of fresh air properly tempered? Does he eat only 
easily digested food before going to bed? Does he go to bed free 
from mental excitement or worry? 

4. Has the child been taught in the home the absolute ne- 



COURSE OP STUDY 121 

cessity of going to , closets and toilets at all intermissions, that he 
may not be troubled with kidney, bladder or bowel trouble as the 
result of neglectf ulness ? 

LESSON XIII. 

SCHOOL CONDITION'S AFFECTING A CHILD's PHYSICAL NATUEE. 

1. What of the school site — is it on high ground, well 
drained? Is it away from unnecessary noise and conditions that 
distract ? Is it removed far enough from barns, garbage, heaps and 
other bad smelling places that the odors will not vitiate the at- 
mosphere of the school? 

3. What should be the proper heating and ventilating pro- 
cess used in the schools? If the proper temperature of a school 
should be from 65 to 70 degrees for healthy pupils, how should 
delicate pupils dress who need temperatures ranging from 70 to 
80 degrees? Since a pupil needs about 250 cubic feet of air each 
hour, a room 14x25x30 feet would accommodate 42 pupils for one 
hour. If there is not an automatic process for furnishing the ex- 
change of fresh air, what temporary or artificial process must the 
teacher use? 

3. Need for medical inspection of schools. Need for mouth 
inspection. Need for eye and ear inspection. Would these inspec- 
tions arouse watchfulness, carefulness and cleanliness in the home 
and school? Need for pure water. 

4. What care should a teacher take in regard to contagioiis 
and infectious diseases? 

LESSON XIV. 

HABIT. 

1. What is tlic nature of habit? Can a habit be inherited? 
What is the unconscious nature of habit? What is the physical 
nature of a habit? What is the nature of reflex action to training 
and habits? 

2. The whole tenor of one's life is a resultant of physical, 
mental and moral activities which constitute habit. Explain. 

3. Can one judge of the goodness or badness of his own 
habits, and weigh himself in the balance and "see himself as others 
see him?" Try it. 

4. Dr. McKeever in his book, "Psychology and Higher Life," 
suggests a card whereby pupils may judge themselves and give a 



122 COURSE OF STUDY 

rating. Each member of the class, is asked to, fill out two cards, 
one for himself and one for his teacher. The card is as follows : 

1. Name : 

2. Age Height Weight Complexion „ 

3. Temperament: (a) Choleric, (thinks quickly, feels 
'strongly) j ^(b) Sanguine, thinks quickly, feels 
weakly) ; (c) Phlegmatic, (thinks slowly, feels 
weakly) ; (d) Melancholic, (thinks slowly, feels 
deeply.) 

4. Sociability of High Degree, Medium, Excessive,, 
Select. 

5. Order: Excellent, Good, Medium, Poor. 

6. Punctuality: Good, Fair, Careless. 

7. Persistence: Strong Medium, Intermittent, "Weak. 

8. Self-Control : Strong, Fair, Weak. 

9. Favorite Study : Most Difficult Study. 

10. Ideal Vocation. 

11. Defects (as a student.) 

12. Original Motto or Eesolution. 

On the reverse side of this card was printed the following, 
which blanks the pupil was required to fill: 

1. The Most Desirable Possession....„ 

2. The Mbst Beautiful Color 

3. The Most Suggestive Word 

4. The Most Delightful Sound 

5. The Most Beautiful Scene 

6. The Most Delicious Things to Eat 

7. The Most Fragrant Odor 

8. The Most Pleasing Object to Touch 

9. The Most Amiable Character 

10. The Most Beautiful Sentiment 

Do the answers above, (many of which were given impulsive- 
ly), reveal, in any measure, the habits of thought or life tendencies? 

5. Is it true that a child of fourteen years of age has life 
habits so firmly fixed that they cannot be changed without great 
effort? Explain. Fourteen years of age is the time Avhen the 
normal boy or girl finishes the first eight grades of public schools. 
Does this fact make it essential that he should be well grounded in 
good habits by that time? 

6. Is it true that character is formed by the number and 
quality of one's habits? 



COURSE OF STUDY 123 

LESSON XY. 

INDUSTRIAL WOEK. 

1. Why should all teachers, whether in rural or city schools, 
interest themselves in this branch of school work? 

2. What special interest can teachers in rural schools take 
that might arouse boys and girls to a sense of their ability to 
enter contests in gardening, crop raising, pig raising, calf raising, 
chicken raising, that would result, not only in pleasure to them, 
but great profit as well? 

3. Can boys and girls be inspired to learn cooking, sewing, 
mending, darning, and other useful arts through the pleasure and 
profit that will come to them as a result of knowing that they can 
be a great help in maintaining the family? Is it of Just as much 
importance that the boys and girls in the cities and towns learn 
these industrial arts as the boys and girls in the country? 

4. What problem is a boy against when you furnish him 
with lumber and nails, screws, hinges, locks, etc., and tell him to 
make you a box of certain dimensions? Will all of his errors rise 
up against him? Is this true of the problems of his text? 

5. What problem confronts a young girl when you place in 
her hauls sufficient material and accessories to make her a dress,, 
she having access to all necessary charts, patterns or models, and 
having been taught how to use them? Does it matter whether or 
not the dress fits? Unlike the problems of the text book when errors 
are made they may be quickly erased, but the error made in mak- 
ing the dress must be worn. 

6. Is it an easj^ proposition for a young girl to be sent to 
the kitchen by her mother and told to prepare a meal? Warm 
biscuits, fried potatoes, apple sauce, tea cakes and chocolate are 
to be a part of the menu. Does it take as much ability to cook 
these things well as to get a lesson in algebra or geometry? Is a 
young girl entitled to praise who can do this cooking well, as 
much so, as if she could skilfully play a piece of mu=ic on the 
piano or translate faultlessly one hundred lines from Virgil? 

7. The Industrial Arts teach accuracy and efficiency, and 
that is why they are being emphasized in all schools today. 

LESSON XVL 

VOCATIONAL TRAINING. 

1. Does the average school of today iit the average boy for 
his real life work? Give reason for vour answer. 



124 COURSE OF STUDY 

3. Why has there been such an universal demand for a sys- 
tem of education that would harmoniously develop the head, the 
heart and hand? 

3. Why has there been so much said in regard to the mat- 
ter of vocational efficiency being the basis of all education? 

4. The industrial work now being done in the schools of 
ISTew Mexico is the most popular phase of work now done. Why? 

5. Why is a vocational guide and counsellor of such vital 
importance at the present time? 

6. To what extent does the "bread and butter" motive enter 
into a choice of vocation, and what may be done to properly adjust 
conditions? 

7. Is there an established relation between true culture and 
social efficiency? Explain. 

8. Why should "Home Making" occupy a large part of a 
girl's time, while she is doing her industrial and other work in 
school, and "what are the essential factors of successful home- 
making? 

9. What are the economic and social effects of a genuine 
vocational spirit? Does it dignify labor? Does it establish a 
new type of ethical education? Is it the true aim of all education? 

LESSON XVII. 

EECREATIOlSr AND PLAY. 

1. Why is play essential to the proper development of the 
mental, physical and moral activities of the child? 

2. Should children be taught to play certain games cor- 
rectly, or should they be left to learn the "rules of the game'' 
from older children? 

3. Should children have certain places set apart for -i-heir 
play grounds, not only around the home, but on the school grounds r 
Explain. 

4. What improvements are necessary to be made around the 
average rural school grounds, in order that good play grounds 
might be established? 

5. Which of the following games could be established with 
necessary equipment in many of the districts of the state: Base- 
ball, tennis, croquet, swings, basket ball, running track, horizontal 
bars, and the probable cost of equipment of each? 

6. What games are the most valuable in developing self- 
control, accuracy, skill and precision, muscular strength, and ac- 
tivity? ' 



COURSE OF STUDY 12& 

7. Wliat games might be organized for little children and 
correctly played under the direction of the teacher? ("Play and 
Recreation"; Curtis.) 

8. The Standard Athletic Test of New York City is that 
"Every boy under thirteen who can run sixty yards in eight and 
three-fifths seconds^ chin a bar four times, jump five feet nine 
inches, standing, shall have the standard button of the League.'' 
Is this too high a standard to set for New Mexico boys? 

9. Should the recreation and play for girls be similar to- 
that of boys? Explain. 

10. Can the rural school home and grounds be made the 
great social and recreation center in country districts? How? 

11. Is play a preparation for life? 

13. Was play the basis of Eroebel's and Pcstalozzi's reforms 
in teaching? 

13. Is play the basis of the modern Montessori plan for teach- 
ing small children? 

LESSON XYIII. 

RURAL LIFE AND THE RURAL SCHOOL. 

1. (a) What is the rural school problem, and what is be- 

ing done to solve the same? 
(&) What are the advantages and disadvantages of rural 

school life? 
(c) Compare the advantages and disadvantages of rural 

school life with the advantages and disadvantages of 

city school life. 

2. (a) What are some of the most marked defects in the 

average school buildings and their surroundings? 

(5) What can be done to have better arranged build- 
ings, better heated buildings, better ventilated, and 
better lighted buildings? 

(c) What influence should the teacher exert in having 
the walls of a school building beautified and adorned? 

(d) What class of pictures would you place in your 
school, that they might have the proper influence on 
children in country schools? 

3. (a) What has been the great problem of supervising 

rural schools, and what efforts are being put forth tr, 
remedy it? 

(6) What is meant by consolidation, and in what par- 
ticular localities would it be advisable to use same? 



126 COURSE OF STUDY 

4. (a) Can a course of study be followed in a rural school? 
(&) What is the object of having a course of study? 
(c) ' Why follow the suggestions and outlines of a course 

of study? 

5. (a) What is meant by a social center in a country dis- 

trict? 

(&) What activities are for the advancement and de- 
velopment of school and community? 

(c) To Avhat extent will the proper activities in a rural 
district counteract the tendency and desire of children 
and others to go to the cities to live? 

6. (a) What is meant by the "Eural Eenaissance ?'' 

(6) What is meant by the "National Commission on 

Eural Life?" 
(c) What is meant by "Educational Extension Work?" 

LESSOR XIX. 

JUDGING THE EFFICIENCY OF TEACHERS. 

1. Is it possible for teachers to give themselves the proper 
rating in any pedagogical excellencies or deficiencies if they use 
the term of comparison, as poor, medium, good and excellent? 

2. Could you give the conductor and instructors of the In- 
stitute a rating if you knew upon what points to grade? 

3. Ask your County Superintendent to give you a rating on 
the following schedule, marking an oblique cross in the column 
indicating your rating. 

Efficiency Record of John Smith. 

Poor Medium Good Excellent 

1. General Appearance x 

2. Health x 

3. Modulation of Voice. x 

4. Capacity for Work x 

5. Apparent Industry x 

6. Self Control - x 

7. Accuracy of Statements x 

8. Academic Preparation . x 

9. Professional Preparation x 

10. Knowledge of Child Nature x 

11. Interest in School and Com- 
munity X 



COURSE OF iSTUDY 127 

Poor Medium Good Excellent 

12. Ability to Secure Co-Opera- 

tion of Parents x 

13. Professional Growth and In- 
terest _ X 

14. Preparation of all Work _ x 

15. Grasp of Sanitary Condition... x 

16. Proper Heating, Lighting and 
Ventilating x 

17. Apparent Neatness in All 

Th ings X 

18. Governing Ability . x 

19. Definiteness in Teaching x 

20. Ability to Stimulate and In- 
spire X 

21. Care in Assignment of Work... x 

22. Ability to Correlate Work x 

23. Apparent Advancement of 

Pupil s '. X 

24. General Tone of the School x 

25. Influence on School and Com- 
munity X 

4. If we interpret Poor — 1, Medium — 2, Good — 3, and Ex- 
cellent — 4, then John Smith's rating is 77 per cent. Can you 
equal that? 

LESSON XX. 

A tbachee's libraey. 

The following list of books might be consulted in studying the 
lessons on School Management, 

The Arabic numbers in parentheses, following the author's 
name, indicates the lesson of the course to which the book best 
applies. 

1. School Management, by Button (1) 

2. The Eecitation, by Hamilton (2) (9) 

3. Psychology of Conduct, by Schroeder (3) 

4. Discipline as a School Problem, by Perry (3) 

5. Psychology in Daily Life, by Seashore (3) 

6. The Teacher and the School, by Colgrove (1) 

7. How to Studv and Teaching How to Study, by McMur- 

ray, (4) (2) 



128 COURSE OF STUDY 

8. School Credit for Home Work, by Alderman (4) 

9. Everyday Pedagogy, by Lincoln (5) (2) (1) (7) 

10. Teaching the Common Branches, by Charters (9) 

11. The Making of a Teacher, by Brumbaugh (10) 

12. The Evolution of the Teacher, by Perry (10) 

13. Talks on Psychology and Life's Ideals, by James (10) 

(14) 

14. Vocational Guidance, by Gillette (15) 

15. Psychology and Industrial Efficiency, by Munsterberg (15) 

(16) 

16. Eural Life and the Eural School, by Kennedy (18) 

17. Psychology and Higher Life, by McKeever (14) 

18. Psychologic MIethod in Teaching, by McKeever (9) (10) 

19. Everyday Problems in Teaching, by O'Shea (1) (3) 
20.. The Personality of the Teacher, by McKenny (10) 

21. Play and Eecreation, by Curtis (17) 

22. Play in Education, by Lee (17) 

23. Practical Conduct of Play, by Curtis (17) 

24. School Discipline, by Bagley (3) 

25. The Art of Study, by Hinsdale (4) 

Let the instructor name five books from the above list, that 
he considers the most important, and give reasons for his choice. 



PEDAGOGY 



FIRST GRADE. 

Prepared hy 8upt. John Milne, Albuquerque, N. M. 

The Eecitation, Hamilton; The Teacher and the School, Col- 
grove; How to Study, McMurry; Vocational Guidance, Puffer; 
Play and Eecreation, Curtis; Sociology and Modern Social Prob- 
lems, Elwood, Eural Life and the Eural School, Its Method and 
Management, Culter and Stone, are the books upon which the 
outline is based. 

LESSOI^ I. 

1. Enumerate and discuss professional qualifications. 

2. What personal qualifications are necessary? 

3. Discuss preparation necessary for each day's work. 

4. How may a teacher destroy her usefulness by indiscreet 
acts outside the school room? 

5. What community activities should a teacher avoid? 

6. Discuss a teacher's "Personality." 

7. Why is teaching experience required by many schools? 

8. Of what advantage is executive ability?' Interest in 
teaching ? 

9. Of what value to the teacher is the home play of the 
child? 

10. Vocational Education is said to be the basis of all edu-. 
cation. Explain. 

11. Discuss the rural school house: site, construction, equip- 
ment, etc. 

12. What is Sociology? Discuss its relations to education. 

LESSON 11. 

1. Contrast methods employed by teachers of the present 
day with those of the past. 

2. Discuss : Professional Growth while teaching. 

3. Co-operation of parents is necessary. Discuss ways of 
obtaining the co-operation. 

4. Pupils must love their school if the best results are ob- 
tained. How can the teacher get them in this frame of mind? 



130 COURSE OF STUDY 

5. How can good order be secured? 

6. What should a teacher know of a community before she 
starts to teach there? 

7. Every community with a variety of industries should 
have a vocational guide. Why? 

8. How may a teacher supplement the regular course of 
study so that the needs of a particular community may be better 
served? Be specific. 

9. Enumerate and discuss value of pieces of physical appa- 
ratus adapted to home yard use, 

10. To know pupils the teacher must play with them. Discuss. 

11. Discuss School Hygiene and Sanitation in rural districts. 

12. What bearing has the theory of evolution on modern so- 
cial problems? 

LESSON III. 

1. Enumerate the essential points of a good course of study. 

2. A course of study should be written by the superintendent 
and teachers who will use it. Why? 

3-5. Outline a course of study for the first eight grades in 
Arithmetic and Grammar. 

6. The study of Civics should include a thorough study of 
"home conditions." Make a list of topics that should be included 
in such a course. 

7. What subjects should be correlated in the course of study? 
Discuss the method of correlation. 

9. Discuss the use of the adopted course of study. 
9. Enumerate and discuss experiences that every country 
♦child should have. Of what use are these experiences in the 
child's school work? 

10. How does a vocational guide determine the work for which 
a particular pupil is fitted? 

11. What qualifications should the teacher have for rural 
school work? 

12. What bearing has modern psychology on social problems? 

LESSON IV. 

1. Discuss uses and abuses of objective teaching. 

2. To restrain or to stimulate the child's expression should 
be prominently present in every form of educative activity. Dis^ 
cuss. 



COURSE OF STUDY 131 

3. Discuss the proverb, "A process is never known until it 
is practiced." 

4. Each lesson plan should consider: 
(a) What the child already knows. 

(6) What part of the lesson must be taught, 
(c) Methods to be used. 

5. The teacher should "check up" work frequently so that 
she may know the weak places in her own teaching. 

6. Discuss the inductive and deductive forms of teaching. 

7. In everything that is to be done well by both pupils and 
teacher, interest and attention must be present as essential con- 
ditions. 

8. Three-fourths of all teaching is drill, which involves the 
principle of habit. Give the stages of procedure in habit forming. 

9. Discuss different occupations as you would with a boy or 
girl who comes for advice regarding life work, 

10. Discuss size and arrangement of school grounds. 

11. Discuss the .first day's work for the rural school. The 
daily program. 

12. What is the function of the family in human society. 

LESSON V. 

1-8. Discuss Chapter XI of "The Teacher and the School/' 
by Colgrove. The subject of the chapter is Classification, Grading 
and Promotions. 

9. Make a list of the pieces you would recommend for the 
play ground equipment. 

10. Discuss the qualifications of a good foreman in the dif- 
ferent industries. 

11. Discuss the methods of the recitation. 

12. What forms of the family are there? Trace the histori- 
cal development of the family. 

LESSON VI. 

1-5. Enumerate and discuss the principal factors in study. 

6. Outline a method of teaching children how to study. 

7. Discuss practical suggestions for teaching children to find 
specific aims for their study. 

8. Discuss the importance of moderation in demands made 
upon children. 

9. What is the relation of habits, character and school stand- 
ing to employment? 



132 COURSE OF STUDY 

10. Discuss the advantages of organization in play. 

11. How can pupils be taught to study? 

12. What are the problems of the modern family? 

LESSON VII. 

1-8. Discuss the aims of the recitation under the following 
headings : 

(a) To test preparation. 

(&) To aid in comprehending the subject matter. 

(c) To discover errors. 

(d) To arouse mental activity. 

(e) To test what was previously taught. 
(/ ) To test teacher's power. 

(g) To test pupil's view of subject. 
(h) To stimulate and direct stvidy. 
(i ) To cultivate habits of attention. 
(j ) To arouse self activity and the power of indepen- 
dent research. 

9. What are some of the essential factors of s.uccessful home 
making ? 

10. Discuss the value of exhibits. 

11. Discuss school government — its importance, punishments, 
incentives. 

12. What are the laws of the growth of population? What 
influences affect the increase of population? 

LESSON VIII. 

1. "The three foundations of learning are seeing much, suf- 
fering much, and studying much." Discuss the quotation. 

2. Enumerate and discuss favorable conditions for study. 

3. What are the objects of study? 

4. The three stages of study are apprehension, comprehen- 
sion and application. Discuss. 

5. Discuss Avrong methods of study. 

6. DIfcuss correct methods of study. 

7. What will you do with pupils who are not prepared? 
Discuss fully. 

8-9. Discnis's the 'advantages of studying mills, factories, 
farms and stores. 

10. Discuss the "Country Life" movement. 

11. What need is there of ethical te'aching ? Discuss methods- 



COURSE OP STUDY 133 

12. Hold a debate on the subject of whether or not immigra- 
tion should be restricted. 

LESSON IX. 

1. Discuss the location and general plan of the school 
building. 

2-5. Make up lists of furniture, apparatus and library books 
that you would recommend if you were in charge of a one-room, 
country school. 

6. What difficulties may be encountered if the teacher is 
not tactful in handling patrons? 

7. Discuss the old and the new ways of conducting the 
school. 

8. How far shall the teacher co-operate with the ideals and 
standards of the community? 

9. Discuss various kinds of recreation for the country girl. 

10. Discuss : "City versus Country work !" 

11. What are the special duties and opportunities of rural 
school teachers? 

12. Distinguish between poverty and pauperism. What are 
their causes? Discuss remedies. 

LESSON X. 

1-4. Every teacher should be identified with some sort of 
community work outside of the school. Discuss advantages of 
such work to the teacher. To the community. 

5. Discuss the advantages and m^ethods of introducing self 
government in the school. 

6. How would you attempt to mold public opinion in favor 
of industrial work in the schools? 

7. Credit is sometimes given for work done in the home. 
Discuss the merits of such a plan. 

8. Discuss the organization of social centers. 

9-10. Discuss the vocational, social and economical aspects 
of the mechanical problem. 

11. How can rural school conditions be improved? Discuss 
county and state administration, consolidation of schools, transpor- 
tation of pupils, etc. 

12. Have several teachers make special reports on Chapter 
XVI in Sociology and Modern Social Problems, "Education and 
Social Progress." Discuss. 



PSYCHOLOGY 



FIRST GRADE. 

Prepared hy FranTc Carroon, East Las Vegas, N. M. 

REFERENCES. 

Eead: Introductory Psychology. Ginn & Company. 

Tichener: A Beginner's Psychology. Macmillan Company. 

Tichener: A Primer of Psj'choTogy. Macmillan Company. 

Angell : Psychology, Henry Holt & Company. 

Oppenheim : Mental Growth and Control. Macmillan Com- 
pany.. 

James: Psychology, 2 vol. Henry Holt & Company. 

Seashore: Psychology in Daily Life. Henry Holt & Com- 
pany. 

Seashore: Elementary Experiments in Psychology. Henry 
Holt & Company. 

Munsterberg: Psychology and the Teacher. D. Appleton 
& Company. 

Probably the most difficnlt task of the teacher who introduces 
the strident to the study of Psychology is to get him to understand 
the distinctively mental nature of the subject-matter of Psychology. 
Young students, especially, are remarkably unskilled in the act of 
introspection. One of the best methods of calling attention to the 
fact that mental phenomena and not objective phenomena are to 
be considered is by using various striking cases of illusion. Some 
of the most astonishing forms of optical illusions may be found in 
Seashore's Psychology and Daily Life, opposite page 160. It 
would be well if the teacher might have this book for use in the 
Institute. 

Below will be found a series of very simple experiments in 
sensation designed to bring out this point. Special attention is 
called to Experiment No. 2. 

EXPERIMENT I. 
AFTER-IMAGES. 

1. ■ Positive After-images. 

Look at a lighted lamp for half a second. Then instantly 
close the eyes or turn from the light. The positive image of the 
light is readily seen. 



COURSE OP STUDY 135 

2. Negative After-images. 

Place a black square on the upper half of a large sheet of 
white paper. Fixate the center for about fifteen seconds. (The 
fixation-time varies for different individuals.) Then look at the 
lower half of the white sheet. A bright square will be seen which 
is the negative after-image. Interesting results may be obtained 
by substituting colored squares for the black square. 

EXPEEIMENT II. 

Inversion of the Retinal Image. 

Make a pinhole in a card^ and hold it toward the light about 
ten centimeters from the e^'e. Holding the head of a pin very 
close to the eye in front of the pupil, look through the pinhole. 
The pin will be seen inverted back of the card. Pierce five holes 
close together, and proceed as before. How many pins do you see? 

EXrERIMENT III. 

Accommodation. 

Pierce two pinholes in a card about a millimeter apart. Hold 
the end of a ruler against the cheek below the right eye (closing 
the left eye), and look through the two pinholes. Slide a pin 
(point upward) along the ruler, moving it back and forth until 
the nearest point is found at which the pin can be seen without a 
blur. This is the near-point of vision. Hold the pin at the point 
Just determined and place another pin about twenty centimeters 
beyond it. Notice that when the eye is focused for the near pin. 
the other appears double, and vice versa. Move the distant pin 
toward the near one, finding how close it must be brought before 
both can be clearly seen with a single accommodation. Measure 
the distance. This is called the line of accommodation. 

EXPERIMENT IV. 

Muscular Sensations of Position of the Eye as Affecting Perception. 

Roll a sheet of paper into a tube about one inch in diameter. 
Hold your left hand about twelve centimeters in front of your face. 
Placing the tube in front of the right eye, lean it against the left 
hand and point toward some distant object. Look with both eyes 
at the object. The object and a circular section of its surround- 
ings will be seen through a hole in the palm of your hand. 



136 COURSE OF STUDY 

BXPEEIMENT V. 

Auditory Space — Foi- hvo persons. 

Blindfold and seat the observer in a quiet room. Standing 
on one side of the observer, reach out both arms and snap two 
coins together about fifty centimeters from the center of the head, 
being careful to avoid all movements of the body and rustling of 
garments. This sound is to be produced three times from each 
of seven positions, 45 degrees apart in the median plane of the 
body: up, up-front, front, down-front, down-back, and up-back. 
The trials should be distributed as they might occur by chance. 
The observer reports in which of the seven directions the sound is 
heard. Figure how many of the twenty-one answers are correct, 
how many are 45, 90, 135, and 180 degrees wrong, respectively. 

EXPEKIMENT VI. 

Tactual Localization of a Point. 

Mark off an area about fifty millimeters wide and one hun- 
dred millimeters long on the volar surface of the forearm. Make 
a similar plot in your note book.' Working within this area, let 
the observer close his eyes while his wrist is touched lightly with 
a pencil point. Then with his eyes open have him locate the spot 
by touching with another pencil. Mark the relative positions of 
the two spots on the plot in your note book, connecting them with 
a light line to indicate the amount of error. Mark the dots S 
(stimulus) and L (location), respectively. Make ten or fifteen 
1 rials. 

EXPEKIMEISTT VII. 

Recognition of Direction. 

(It is especially desirable that the subject should not know 
the purpose of the experiment.) Let the subject stand with his 
back against the wall. Choose a point on the opposite wall about 
the height of his shoulders. Let him look at it and then close his 
eyes. Then require him to point to it as exactly as possible with 
a rod held symmetrically in both hands. He will probably make 
little error. Now repeat the experiment, but this time have the 
subject turn his head as far as possible to the left after closing 
his eyes, taking pains to keep his shoulders square. Eepeat with 
the head turned to the right. It will be observed that the subject 
points too far in the direction opposite to that of the turning of 
the head. 



COURSE OF STUDY 137 

An interesting variation of this experiment is to have the 
subject walk toward the designated object, keeping his shoulders 
square, his eyes closed, and his head turned to one side. He will 
walk more and more too far toward the side away from which his 
head is turned. 

LESSON I. 

THE NATURE OE PSYCHOLOGY. 

1. State the problem of psychology. How does it differ from 
physiology? 

2. What is a mental fact as distinguished from a physical 
fact? 

3. Sketch the various tields of psychology, as animal psy- 
chology, child psychology, abnormal psychology, psychology of his- 
tory, psychology of salesmanship, social psychology, etc, 

4. State the values, which psychology has for the teacher. 

5. Discuss the methods of psychology. 

(a) Introspection. 
(&) Observation, 
(c) Experiment. 

6. What are the objective signs of mind? 

7. What is the relation of psychology to education? 

8. Of what use may a study of psychology be to the teacher 
outside of his professional life? 

LESSON II. 

CONSCIOUSlSrESS. 

1. Define consciousness. Distinguish it from conscience. 

2. What is the function of consciousness? 

3. Show how consciousness appears in the life of the indi- 
vidual and assumes control of action. 

4. Discuss the biological theory of mind as "the master de- 
vice for making adjustments to the environment." Give examples 
of such adjustments. 

5. What other devices than mind do we have for adapting 
ourselves to our surroundings ? 

6. Show how the mind is hemmed in a curious way be- 
tween the sense organs on one side and the muscles on th^ other. 

7. What is the psycho-motor arc? 

8. Show that consciousness could not appear without the 
assistance of sense organs. "Nihil in intellectu quor nan prius in 



138 COURSE OF STUDY 

sensu." Show that one could never know the meaning of any word 
descriptive of a color without a sense of vision, or of a sound 
without the sense of hearing, etc. 

LESSON III. 

THE PHYSIOLOGICAL BASIS OF MIND. 

1. Discuss the body as the envelope of consciousness through 
which the mind becomes aware of the external world. 

2. Discuss the brain as the particular seat of the mind. 

3. Illustrate the co-ordination of mind and brain. Give va- 
rious examples. 

4. Discuss the theory of psycho-physical parallelism ; namely, 
that for every mind change there is a corresponding and accom- 
panying brain change. 

5. Discuss the function of the cerebrum. 

6. Define : cortex, neurone, axone, sensory and motor nerves ; 
spinal cord, etc. 

7. What is meant by reaction time? 

8. Give all that happens in the proper sequence from the 
time a stimulus is applied to the nerve ending until conscious ac- 
tion takes place. 

9. Define and illustrate automatic action; reflex action: 
spontaneous action; habit. 

10. Contrast these forms of action with conscious action. 
Give examples. - 

LESSON IV. 

ATTENTION. 

1. Define and discuss attention. 

2. Discuss the nature and forms of attention. 

3. What is the biological function of attention? 
. 4. Show 

(a) That attention secures a vivid and clear image 
of the object of thought. 
• (&) That it makes the image permanent, 
(c) That the object of thought develops its relation 

to other things during prolonged attention. 
{d) That, if continued, attention always results in 
action. 
5. Discuss the kinds of attention — voluntary, involuntary, 
nonvoluntary. 



COURSE OF STUDY 139 

6. Show the rythmic nature of attention and that change is 
the primal law of its activity. 

7. Illustrate the discriminating power of attention, showing 
that attention is selective. Is it possible to study diligently in a 
noisy schoolroom? 

8. Illustrate its synthetic power. 

9. What is the importance to the teacher of the laws of at- 
tention ? 

10. Formulate a set of rules according to which the work of 
the school may be made to conform' to these important laws of at- 
tention, and secure the greatest results in the education of the 
child. 

LESSON V. 

SENSATION. 

It would be well for the instructor to secure some simple tezt 
in experimental psychology and perform a few of the simpler and 
more striking experiments in sensation, in order to create the sci- 
entific atmosphere and shift the emphasis of the attention of the 
class from memorizing to perceiving and thinking. 

1. Define sensation. 

3. Discuss the relation of attention to sensation, showing 
the effect of removal of attention from any stream of sensations. 

3. What service does sensation perform for the psycho-physi- 
cal organism? 

4. Define sense organ. Show that a sense organ is a pe- 
culiar modification of the peripheral end of an afferent nerve by 
which the nerve is made capable of receiving excitations from some 
external stimulus. Define sense. Study the mechanical structure 
of some sense organ. 

5. Upon what basis is the classification of sensation made. 

6. Make an outline of the various classes of sensations, be- 
ginning with the two main classes, bodily or organic sensations, 
and sensations having their origin in the external world. 

7. Explain what is meant by maximal and minimal intensity 
of sensations. 

8. State and illustrate Weber's law of sensation, giving the 
fractions for sight, touch and hearing. 

9. What is the threshold of sensation? 

10. What is meant by the local sign of a sensation? 

11. Discuss the fusion and discrimination of sensation. 



140 COURSE OF STUDY 

LESSON" VI. 

PERCEPTION". 

1. Define perception and show how it utilizes sensation. 

2. Point out the part played by past experiences in per- 
ception. 

3. Give illustrations to show that perception de novo is an 
impossibility, and that every perception involves a memory. 

4. Show how perception is a synthesizing or unifying ac- 
tivity, assembling a host of sensations, both present and former, in 
to one meaning. 

5. In what sen,-se does pelrqep^tion ijfurn^ish "materials for 
memory? 

6. Show that perception determines motor activities. 

7. Show that the simplest acts are initiated and presided 
over by perception. 

8. What is a percept? An image? 

9. Illustrate the following differences between a percept and 
an image: 

(a) In vividness. 

(&) In definiteness of outline in details. 

(c) In permanence. 

{d) In objective reference. 

10. What is an illusion of perception? By what test may we 
ascertain whether an experience is a true perception or an illusion? 

11. Give instances of illusions of sight, liearing. touch, etc. 

LESSONS VII. 

MEMORY. IMAGINATION" AND HABIT. 

1. What is memory. 

2. Discuss the nature and function of imagery. 

3. Show that memory utilizes sense perception as sense per- 
ception utilizes sensation. 

4. What is the part played by perception in memory? 

5. What is organic memory? Is it true that the wisdom of 
past experience may remain treasured up in an unconscious way 
in the physical organism? 

6. Distinguish this organic memory from conscious memory. 

7. Show how the memory is dependent upon the laws of 
association which were acting at the time when the product of 
memory was a perception. 



COURSE OF iSTUDY 141 



8. Discuss. : 



(a) The law of contiguity. 
(6) The law of similarity. 
' (c) The law of contrast. 
(d) The law of cause and effect. 
Show that the last three are but modifying influences af- 
fecting the working of the chief law of association, 
contiguity. 

9. What is the effect of frequency, recency, intensity, con- 
textual association, emotional association of a given experience 
upon its permanence in memory? 

10. Do the laws of association discussed under ISTo. 8 apply 
to the functioning of imagination as well as to memory? Discuss 
the relation of imagination to memory, showing that the former 
is a mode of reproduction of past experiences of the memory, but 
different in the degree of freedom with which the elements of the 
past experience are used. 

11. Discuss habit as a factor in memory and imagination. Is 
it also a factor in perception? 

12. Do we have habits of thought? 

13. Show how the past is an increasing factor in determining^ 
our lives in the present through the law of habit, and how our 
freedom is being constantly circumscribed. Is this a necessary 
and beneficent law? 

14. What matters should be reduced to habit as quickly as 
possible ? 

LESSON YIII. 

THE THOUGHT POWERS. 

1. Conception. 

1. What is conception? Distinguish between the process 
and the result. Define a concept. 

2. Discuss the function of conception, showing its biological 
value. 

3. Illustrate how through conception we are able to synthe- 
size into one idea the essential meaning of a long train of ex- 
periences, 

4. What are the incentives to the development of concep- 
tion? 

5. Discuss ways in which the teacher may assume control 
over this process. 



142 COURSE OF STUDY 

6. What has one's concepts to do with his efficiency? 

7. Explain such a phenomenon as spiritual re-birth. 

2. Judgment. 

1. What is judgment? 

2. Analyze a judgment. 

3. Show how judgment makes use of sensation, perception, 
memory, imagination and conception. 

4. Show how clear judgment is an essential to personal ef- 
ficiency. 

3. Eeasoning. 

1. Define reason as a process of relating judgments about 
some problem with the purpose of solving the difficulty presented. 
2.. Select and analyze a process of reasoning involving a 
practical problem thus: 

(a) The precipitation of a difficulty in our adjust- 
ment. 
(h) The conception of the question or problem in- 
volved in the resolution of the difficulty, 
(c) The search for standards or for concepts by 
which to resolve the question. (Deliberation.) 
• {d) The closing of the deliberation by finding a stand- 
ard or a principle which solves the difficulty, 
(e) Action in the light of the solution found. 
3. Apply this same analysis to a difficulty involving reason- 
ing in the province of the moral life. 

LESSON IX. 

AFFECTION AND ACTION. 

1. Define affection and distinguish from sensation. 

2. Classify affective states into sensuous, intellectual, aes- 
thetic, moral and religious. 

3. Why do some ideas and experiences please us, while others 
are painful and unpleasant ? 

4. Discuss affective states as incentives to action. 

5. Discuss emotion as heightened feeling involving racial 
physiological relations or instincts. 

6. What are the four general bodily modes of expression of 
feeling ? 

7. Discuss the Lange-James theory of emotion showing the 
possibilities of its control by the will. 



COURSE OF STUDY 143 

8. Define sentiment; temperament. 

9. Show how all of the mental powers thus far discussed 
function in, and are justified b}^, action, 

10. Discuss the following kinds of action: 

(a) Physiological, or reflex and automatic actions. 
(&) Eacial, or instinctive actions. 
(c) Individual, or conscious actions. 

11. Discuss the two main divisions of conscious action: 

(a) Simple or impulsive action. 
(&) Complex action. 

12. What is the result when one acts simply in a situation 
which calls for complex action? 

13. Compare complex action with reasoning, showing that 
reasoning is involved in some form in every case of complex action. 

LESSOK X. 

GENEEAL SURVEY. 

1. Why do not animals need as much intelligence as men? 
What in them takes the place of the higher forms of intelligence? 

2. Discuss the theories which have attempted to explain the 
origin of instincts. 

3. Discuss the imitative instinct of children. 

4. Account for the presence of harmful instincts. 

5. Discuss the nature of suggestion and hypnotic phenomena. 

6. Discuss abnormal psychic phenomena as due to the dis- 
integration of associations which were perfected through the laws 
of perception, association, memory, conception, judgment, etc. 

7. In this way account for amnesia, double personality, and 
the phenomena of senility. 

8. Trace the evolution of the consciousness of self. 

9. Explain the feeling of personal identity. 

10. Discuss the hypothetical subconscious personality. 



MUSIC 

Prepared ly Helen Chandler, N. M. S. N., Silver City, N. M^ 
LESSON I. 

WHY TEACH MUSIC IN THE SCHOOL? 

Much has been done in schools to train the mind and hand 
of the child^ but comparatively little to train the hearts, emotions 
and feelings, yet these determine actions and mold characters. 

In mnsic is a power to build ideals, and awaken a desire for 
good I It reaches the heart and brings, to light one's better na- 
ture. It therefore may regulate and control actions as one is 
awakened to nobler effort and higher aims. 

"It should be as natural for the child to sing as to laugh." 
All children love music and it is indispensable in the school room.. 
A school without music would be a dull work shop. 

Discuss its value in the following ways: 

1. Educates the senses of hearing and sight. 

2. Cultivates the voice. 

3. Quickens the memory. 

4. Trains in habits of accuracy. 

5. Utilizes the power of concentration. 

6. Is a means of physical training, by demanding deep 
breathing, erect posture and creating self poise. 

7. Brings a true appreciation of the beautiful. 

8. Brings pleasure and joy into the school. 
9. Develops co-operation. 

10. Develops citizens who love good music, either as lis- 
teners or performers, by giving them the necessary train- 
ing in technical skill. 

LESSON II. 

SONG MATERIAL AND SELECTION. 

(a) Text: 

Must appeal to child life and suit his age. 

Must be worthy of being memorized. 

Never use a standard song with other words than tlio- 

original. 



f COURSE OF STUDY 146 

(6) Music : 

Within range of the child voice. 

Strong in rhythm. . 

Must suit the words. 

If the music does not enhance the text it is not good 
music. 

Give the children a variety of songs. 
Groupings of Songs: 

1. Social — 

Patriotism. 

Home. 

Friendship. 

Love. 

Folk-songs. 

2. Eeligious. 

3. Heroism and adventure. 

4. Humorous. 

5. Play group (activity.) 

6. Labor (occupation.) 

7. Nature. 

8. Animals. 

9. Special occasions. 

LESSON III. 

ROTE SONG. 

The basis of all school music is the rote song, or song learned 
by imitation. All songs used in the kindergarten and first grade, 
also the majority of those in the second grade, should be taught 
by rote. 

Aims of rote songs: 

1. To arouse the children's interest in music. 

2. To provide musical experience which shall serve as a 

basis for technical work. 

3. To provide material for the development of ability to 

sing. 

HOV^ TO TEACH A EOTE SONG. 

Preparation: Arouse the interest of the children. Their 
imagination and interest must be aroused so that their undivided 
attention will be secured. This accomplished, there will be little 
difficulty in learning the song. Too little attention, usually, is 
given to the preparation and the spirit of songs. 



H6 COURSE OF STUDY 

Presentation : 

(1) Teacher sing the song as a whole, enthusiastically, ex- 
pressively, with light tone and distinct enunciation. 
G-estures will attract the interest of the children, but 
must never be exaggerated, either on the part of the 
teacher or the children to interfere with the artistic use 
of the voice or to divert attention from the song itself. 

(2) Discuss the text and its meaning — being sure the chil- 
dren understand all the words. 

(3) Teach a phrase at a time, e. g. : 

Teacher sing first phrase. 
Children imitate. 
■ Teacher sing second phrase, 

Children imitate. 
Teacher sing first and second phases. 
Children imitate, etc. 

(4) Sing complete song. 

Eeview or drill may come in another lesson. 
Do much individual and group singing. 

LESSON IV. 

STEPS LEADING PEOM EOTE SONG TO STUDY SONG. 

In development of musical experience from the imitative or 
rote-song stage to the point of intelligent sight reading of new 
: songs from notation, the pedagogical steps are clearly marked: 

1. Teaching rote songs from experience and oral expression. 

2. Concentrating attention upon the musical aspect of the 
song alone by singing the melody with "loo" and observing the 
repetition of the phrases. 

3. Teaching sol-fa syllables to familiar songs by rote as a 
new stanza, noting that phrases which sounded alike when sung 
with "loo" have same syllables. 

4. Observation of groups of tones, as do-mi-sol, sol-do-mi, 
re-fa-la, etc., called figures or motives. Ear training in these mo- 
tives. 

5. Presentation of familiar songs to the eye in staff rotation ; 
observing familiar motives and figures in staff pictures. Drill in 
rapid visualization. 

6. Eecognition of familiar figures or motives in notation of 
new songs read by the children with little assistance from the 
teacher. 



COURSE OF STUDY 147 

In sight reading, do much individual work. Ko thing strength- 
ens the musical ability of a school as rapidly as strong individual 
work. Lead the children to feel that they should be able to sing 
alone as well as to read alone. Make them feel it is work to be 
done well, then see that it is done. Soon they will respect music, 
and as they gain ability to read they will like it. Give a child 
knowledge and ability and he will like any subject. 

Device to aid in quick sight reading: 

Study first phrase of the song, close the books, (keeping a 
finger in the place) and sing. Second phrase in same manner, etc. 

LESSON V. ■ 

EHTTHM. 

The feeling for rhythm is a primitive instinct. Complex 
rlwthms can be easily felt and imitated by young children, and 
in the early years of his school life his mind should be stored with 
varied rhythmic experiences. He should express himself in rhytlims 
to form a basis of later stud}^ This experience may come through 
rote-song singing, rhythmic motions to songs, singing games, dra- 
matizations and folk dances. 

Bhythmic motions include marching, skipping, swaying and 
clapping in time to music. 

In singing games, the actions fit the words of the song. 

Many songs which tell a story may be dramatized as readily 
as the stories in their reading lessons. 

Much rhythmic development may be derived from the folk 
games and dances of various countries. The directions for these 
dances are definitely given with the music and may be easily fol- 
lowed. 

In striving to develop a strong feeling for rhythm in the 
children, be careful that you do not put action into every song 
they sing. Their attention must not be taken entirely away from 
the beauty of the melody and when actions are used in songs, the 
action must never be exaggerated to interfere with an artistic 
rendering of the song. 

LESSOR VI. 

CHILD VOICE. 

Work, first, last and always in every grade for good voice qual- 
ity. Shouting must not be mistaken for singing — children's vocal 
organs may be so strained by this that their voices will be per- 



148 COURSE OF STUDY 

manently injured. They should have a light, fluty and ringing 
quality. After a child reaches the sixth year, he has two registers 
— the chest, or thick, and the head, or thin. The chest register 
has no place in the school room — only the head, or thin. The 
child voice is delicate and should sound so — there must be no 
tightness at the throat. If a song is sung with bad voice quality 
it may often be remedied by singing the melody with "loo," then 
trying to keep the same quality when returning to the words. 

Breath control is an important factor. Spend little, if any, 
time on breathing exercises as such, for they have a tendency to 
become time wasters. The same results can usually be accom- 
plished through the songs themselves, by being sure the children 
take breath enough at the beginning of a phrase to complete it 
without a break. 

Children should be taught to discriminate between good and 
bad quality in their own voices. They will soon recognize the dif- 
ference and will prefer the good. 

Children should be taught to speak as well as sing in a musi- 
cal voice. The teacher may well look to her own speaking voice 
to determine whether it is well modulated and refined, that she 
may be the best example for the children. 

The teacher should sing for her class, and seldom with them, 
because : 

(a) Her example may not be the best. 
(&) She needs to listen and cannot do both well, 
(c) Renders her class dependent and lessens their pride in 
accomplishment. 

LESSON VII. 

MUSICALLY DEFICIENT CHILDREN. 

Often the musically deficient children are misundferstood. 
They need careful attention from the teacher and must not be 
ignored. If a child is normal mentally and physically he can be 
taught to sing. If a child has defective hearing, defective speech 
organs, or weak mind, it may not be possible to teach him. 

M;usically deficient children are those who have more than 
one tone but a limited range. 

Monotones are those who sing or speak in a single tone. 

Treatment : Select monotones and put in a "choir" by them- 
selves. Have them listen much to others and not sing all the 
time. Individual work with them wilt help most. This requires 



COURSE OF STUDY 149 

much patience on the part of the teacher. Encourage them and 
never make them feel the}' cannot sing. 

If a child cannot reproduce 3'our tone, begin with his own 
and gradually work up by means of skips. Some good devices: 
Calling name, "Bil-ly" (1-8), child responding "I'm here" to 
same interval. If he cannot reproduce 1-8, try 1-3, or 1-5, but 
always at first staying on tonic chord. Imitating calls of home or 
street, as: "Peek-a-boo," 5-3-8; "Toss my ball," 1-1-8, accom- 
pany by the action of tossing a ball. Echo game — Child go to 
one corner of room and "echo" what teacher sings to him. 

LESSOK vin. 

THE CHANGING VOICE AND PART SINGIIn'G. 

^Ylien the child voice changes, the cause is a change in the 
size of the larynx. Girls' voices change as a ratio of 5.7; boys', 
double the size. Great care is needed here. 

Some boys' voices change very suddenly — others gradually. 
Boys are keenly sensitive, abnormally self-conscious and afraid of 
ridicule at this stage. They should be made to sing within lim- 
ited range, and if the condition is properly met there is no more 
need to stop singing than to stop talking or shouting. Avoid 
music with extreme range. 

Boys gradually lose the upper tones and gain lower ones. 
When the upper tones sound strained, put the boy on the second 
part, then later on alto, alto-tenor and bass. 

Begin the first two-part song v/ith both parts singing together. 
Do not sing the parts separately at first. The aim is to sing and 
hear the two parts together and they should be trained so from 
the beginning. Introduce bass clef from the great or eleven-line 
staff, showing relation between bass and treble clefs. 

LESSON IX. 

SPECIAL SUGGESTIONS FOR TEACHING MUSIC IN RURAL SCHOOLS. 

Every school, whether graded or ungraded, should have a 
daily music period. ISTothing will bring more real joy into the 
school and tend toward unity and school spirit more than a gen- 
eral music period in which all may participate. 

Seat older pupils according to their parts, with the younger 
pupils in front of the sopranos. The older pupils may read songs 
by note, the younger ones following from the book, but learning 
almost entirely by rote. 



150 COURSE OF STUDY 

Be siire always, of erect positions, light voice quality, and 
plenty of fresh air. 

Teach a variety of songs, using many patriotic ones which 
should be memorized, as "Star- Spangled Banner," "America," 
"Columbia, the Gem of the Ocean," "Dixie," etc. 

Much enjoyment as well as value in establishing part-singing 
may be derived from rounds and canons. 

LESSON X. 

SOUECES OP GOOD SONG MATERIAL. 

A list of books which may be obtained from any music house 
or direct from the publishers upon receipt of price, containing 
splendid song material for rote work: 

Author Publishers. Price 

Jessie Gaynor, 

Songs of the Child World, Vols. I & II. 

John Church Co _ 88c 

Fannie Snow Knowlton, 

Nature Songs for Children Milton, Bradley Co 84c 

Walker and Jenks, 

Songs and Games for Little Ones. 

Oliver Ditson $1.50 

Emily Poulsson, 

Holiday and Every Day Songs. 

Milton, Bradley Co $1.67 

Neiglinger, 

Small Songs for Small Singers. 

Schirmer $1.50 

Elliott, 

Mother Goose. McLaughlin Co 59c 

Alys Bentley, 

Song Primer (Teacher's Book) 

A. S. Barnes Co 90c 

Marie Hofer, 

Singing Games for Children. 

Folk Games and Songs. Flanagan Co each 40c 

Progressive Music Series, Silver, Burdette & Co.... 

Few Educational, Ginn & Co 

Lyric Music Series, Scott, Foresman Co 

Eleanor Smith Music Course American Book Co 

Modern Music Series, Silver, Burdette & Co.... 



ELEMENTARY ALGEBRA 



FIRST GRADE. 

Prepared by Andrew McCurdy, Carrizozo, N. M. 
Basal Text, Hawkes-Liiby-Touton Complete Algebra. 

LESSON I. 

INTRODUCTION TO ALGEBRA. 

1. Define algebra. Compare algebra and arithmetic. 

2. Illustrate usefulness of symbols in concrete problems. 

3. Define and illustrate: (a) coefficient, (&) exponent^, (c) 
polynomial. 

4. Familiarize yourself with operations with parentheses by 
the solution of numerous problems containing them. 

5. Eeview and practice the order of the fundamental opera- 
tions of arithmetic. 

6. Solve a number of problems in the evaluation of expres- 
sions, assigning arbitrary values to the several unknowns. 

LESSON 11. 

POSITIVE AND NEGATIVE NUMBERS. 

1. Give a device (original if possible) of teaching a class 
the principles of the addition of signed numbers. 

2. Drill rapidly and extensively in the addition of plus and 
minus quantities. 

3. Give the rule for the subtraction of signed numbers and 
explain by what right the indicated process is performed. 

4. Work many problems containing the foregoing operations. 

5. Explain the fact that like signs multiplied or divided 
give plus and unlike signs multiplied or divided give a negative 
result. 

6. Drill extensively on the preceding principle. 

7. Add and subtract a number of polynomials and check 
results. 



152 COURSE OF STUDY 

LESSON III. 

SIMPLE EQUATIONS AND PAEEjSTTHESES. 

1. Define "transposition" and show the mathematical cor- 
rectness of its use. 

2. Solve all available problems, and originate problems pro- 
ducing simple equations. Always check resiilts. This is a good 
habit to form and answer books are thereby discarded. 

3. Distinguish between equations of identity and equations 
of condition, illustrating each type. 

4. Translate written statements into equations and vice versa. 

5. Observe rigidly the five systematic steps in the solution 
of equations, cultivating orderly analysis of all problems. 

6. Work out enough miscellaneous problems to insure a firm 
grasp of this portion of algebra. 

7. Be able to remove parentheses from an expression or to 
enclose terms of an expression in parentheses with equal readiness. 

8. Solve a large number of simple equations containing 
parentheses. 

LESSON IV. 

MULTIPLICATION" AND DIVISION OP POLYNOMIALS. 

1. Study commutative and associative laws of multiplication 
of terms containing unlike letters. 

2. Show treatment of exponents in multiplication of terms 
containing like letters. 

3. What is the necessary arrangement of the terms of an 
expression in the mutiplication and division of polynomials? 

4. Be always able to emphasize that algebra is directly de- 
pendent upon the fundamental arithmetical principles. 

5. Solve various problems and apply check to results. 

LESSON V. 

FACTOEING. 

1. Learn all the common special products, such as the square 
of the sum of two numbers or of their difference, the product of 
the sum of two numbers by their difference, etc., taking special 
notice of the time and effort saved by the exercise of memory. 

2. Drill generously until the resulting products of the more 
. common factors can be declared without any hesitancy. 



COURSE OF STUDY 153 

3. Factoring is defined as in arithmetic, but with extended 
"usefulness in algebra. 

4. Be able to supply with readiness any one missing term of 
a perfect trinomial square. 

5. Factor numerous problems of a miscellaneous character. 
Faraailiarity with this phase of algebra is a much-to-be-desired ac- 
complishment. 

6. Give special attention to the standard type forms on page 
120, as all factorable expressions are embraced in these formulae. 

7. Solve a number of quadratic and cubic equations at this 
time by the application of the principles just learned. Explain 
the following principle: "If the product of two factors is zero, 
one of the factors must he zero." Show also that both may be 
zero. 

8. (The H. C. F. and L. C. M. will be found to embrace 
arithmetical operations, with a slight algebraic extension. ^ 

LESSON VI. 

FEACTIONS. 

1. Study: (a) Reduction to lowest terms, (6) addition and 
subtraction, (c) multiplication and division, of fractions. 

2. Give special attention to complex fractions, solving a suf- 
ficient number to insure a firm grasp of the subject. 

3. Be able to readily handle equations containing fractional 
terms, checking all results. 

4. Eatio and proportion, (a) Mean proportional, (&) third 
proportional, (c) fourth proportional. Define and illustrate. 

5. Make every possible geometrical application of the theory 
of proportion. 

LESSON YII. 

GRAPHS AND LINEAR EQUATIONS. 

1. Obtain, or prepare with ruler, necessary co-ordinate paper. 

2. Point out and define (a) abscissa, (h) ordinate, (c) co- 
ordinates. 

3. What are the relative positions of the positive and nega- 
tive X- and y-values with reference to the axis? 

4. Plot several linear equations and show that the intersec- 
tion of the graphs of any two linear equations satisfies the condi- 
tions of either equation when substituted in it. 

5. Solve an ample number of simultaneous linear equations 



154 COURSE OF STUDY 

by the addition and subtraction method, or by the substitution 
method, as the form of the equations recommend. 

6. Solve a few equations in three unknowns. How many in- 
dependent equations must we have for the solution of equations 
containing two unknowns? Three? 

7. Attend specially to literal simultaneous equations, empha- 
sizing the broader meaning of these than of problems purely nu- 
merical. 

8. Work many practical problems involving simultaneous 
equations, with special attention to list on pages 225-227. 

LESSON VIII. 

SQUAKE ROOT AND RADICALS. 

1. Give to the arithmetical method of extracting the square 
root an algebraic explanation, reviewing the rule, page 229, 

2. Extract the square root of all available expressions, and 
employ the process in all possible geometrical problems. 

3. What are real numbers? Imaginary numbers? Eational 
expressions ? Irrational expressions ? What is a surd ? Eadicand ? 

4. Write radical expressions as equivalents with fractional 
exponents and vice versa. In fractional exponents what part of 
the fraction is the index of the radical? Which is the exponent 
of the radicand? 

5. Practice all methods of involution in the solution of rep- 
resentative problems. 

6. When is a radical in its simplest form? (See list page 
243.) 

7. Work an adequate number of problems in all fundamental 
operations with radicals, until they are thoroughly familiar. What 
is meant by a rationalizing factor? Illustrate its use in division 
of radicals. 

8. Factors involving radicals may now be understood and 
readily obtained. (See exercises page 257.) 

LESSON IX. 

GRAPHS OF EQUATIONS IN ONE UNKNOWN. 

1. Distinguish between linear, quadratic and cubic equations. 
Define "function." 

2. What kind of a line do you naturally expect the graph 
of a linear function to give? 



COURSE OF STUDY 155 

3. Determine by trial the nature of the graph of a given 
quadratic equation. What is the resulting figure called? 

■ 4. Develop skill and rapidity in the plotting of graphs and 
observe the many important commercial applications of this 
method. 

LESSOR X. 

QUADRATIC EQUATIONS. 

1. Define a pure quadiiatic equation; an affected quadratic 
equation. 

2. If the coefficient of the second power of the unknown i? 
unity, by what right do we complete the square by adding to both 
members of the quadratic equation the square of half the coefficient 
of the first power of the unknown? Explain fully. 

3. Make a special study of literal quadratic equations, as of 
all literal equations. Deduce the standard quadratic formula and 
solve numbers of these equations by direct substitution in this for- 
mula, checking all results. 

4. Work out all available problems producing quadratics. 

5. If time permits, study the principal types of simultaneous 
quadratic equations, solving all possible combinations of equations. 

6. Do you favor the inductive method of teaching algebra, 
or should the set rule be made the basis of all procedure? 

7. Endeavor, as a teacher of algebra, not to treat the sub- 
ject as an isolated branch of mathematics, but as an extension of 
the fundamental principles of arithmetic, striving always to ex- 
clude the element of mystery from all it? operations. 



BOTANY 



Prepared by J. E. Brownlee, New Mexico State Normal, 
Silver City, N. M. 

This outline is based on Bergen & Caldwell's Introduction to 
Botany. 

LESSON I. 

ROOTS AND STEMS. 

1. Describe the way roots grow. What things affect the 
growth. Compare them with stems. 

2. Define root system. What influence does gravity have on 
the root system? What is meant by response to stimuli? 

3. Compare the length of the root system with that of the 
stem system. 

4. What are the principal functions of roots? What parts 
of roots do the work of absorption? 

5. Why do plants wilt when first transplanted and later re- 
cover? Give some idea of the amount of water absorbed by roots. 

6. Compare stems with roots as to the way in which they 
grow, and as to the work which they do, 

7. Describe 'uses of stems to man. Name commercial pro- 
ducts procured from stems. From roots. 

■ 8. What is forestry? 
9. Explain the difference between the stem structure of mono- 
cotyledons and dicotyledons. 

10. Discuss the various ways of climbing and show which are 
generally the most effective in securing a good light supply under 
great difficulties, 

LESSON IL 

STEMS, BUDS ANT* LEAVES. 

1. Explain: (1) opposite branching; (2) alternate branch- 
ing; (3) terminal buds; (4) annual growth. 

2. Distinguish between annual, biennial and perennial plants. 

3. Discuss the different methods of budding and grafting. 

4. How does pruning affect the growth of hedges, shrub- 
bery, etc? 



COURSE OF STUDY 157 

5. Find out the names of trees that are pruned for each of 
the following purposes : 

(a) To improve the fruit. 

(b) To alter the shape. 

(c) To improve the flower. 

6. Name different plants that store food in the stem. Name 
plants with underground stems. 

7. Describe the structure of buds and their use to plants. 
When do the buds which open in the spring first appear? 

8. Discuss the advantages of the overproduction of buds. 

9. Would tropical trees have buds protected the same as 
those found in colder regions? Why? Name some buds useful 
as foods. 

10. Name the parts of a leaf. What are its functions? How 
is the form of a leaf associated with its function? 



LESSON III. 

LEAVES AND FLOWERS, 

1. Describe the shapes of the base of leaves. Of the apex^ 
of the margin. 

2. How are the forms and sizes of leaves related to the 
place in which they grow? 

3. Discuss the different arrangements that leaves may have 
on a stem, 

4. Define photosynthesis. What chemical changes take place 
in the leaf during this process? 

5. Define respiration. How does Tespiration differ fr.om 
photosynthesis ? 

6. Describe the movements of the leaves of the sensitive 
plant. 

7. Describe the structure and position of veins. What are 
the principal dangers to which a leaf is exposed? 

8. What are compass plants and what advantage is there in 
the compass plant? 

9. Define flowers as to structure and function. Why are 
flowers used as the principal means for the identification of plants? 

10. Define pollination. Discuss the different kinds of pollina- 
tion. What are the agencies by means of which cross pollination 
is chiefly accomplished? 



158 COURSE OF STUDY 

LESSON IV. 

FLOWERS AND FRUITS. 

1. Define nectar and indicate its use to the plant. 

2. Explain what are the essential and what the accessory 
parts of flowers, and why they are such. 

3. Describe fertilization, defining gamete, sperm and egg. 
Contrast fertilization with pollination. 

4. Explain the crossing of species, defining species and hy- 
brids. 

5. Discuss the causes of the visits of insects to flowers. De- 
fine nectary, spur and pollen basket. 

6. Grive examples of apparent correlation between insect 
forms and flower forms. Describe the relationship between the 
pronuba moth and j^ucca. 

7. Discuss the work of Luther Burbank and its importance 
to us. 

8. State the general functions of fruits. Explain three prin- 
cipal ways in which fruits aid in the dispersal of seeds. 

9. Compare dry and fleshy fruits as to commercial import- 
ance. 

10. Discuss seedless fruits. Define dehiscent fruits and give 
examples. 

LESSON V. 

SEEDS AND SEED DISPERSAL. 

1. Define (1) seed; (2) germination; (3) embryo; (-1) 
testa; (5) cotyledon; (6) plumule. 

2. What conditions are requisite for germination? 

3. How should seeds be stored to keep them in good con- 
dition ? 

4. What nutrients are found in wheat ? In corn, rye, rice, 
barley, beans, peas? 

5. What is a monocotyledon? A dicotyledon? Name ten 
plants belonging to each group. 

6. Why do most plants produce a large number of seeds? 
What advantage is it to plants to have their seeds widely distribu- 
ted? Discuss the "struggle for existence." 

7. How do the following plants scatter their seeds : burdock, 
beggar's tick, maple, dandelion, tumblcAveed, Eussian thistle and 
mistletoe ? 

8. How might railroads affect seed" dispersal? 



COURSE OF STUDY 159 

9. Visit a drug store and make a list of seeds used for medi- 
cine, flavors, etc. Visit a grocery store and make a list of seeds 
used for food. 

10. Discuss the relation between Nature Study and Botany. 

LESSOR VI. 

1. ISTame the four great divisions into which the plant king- 
dom is divided. 

2. State the general characteristics of Algae. 

3. Describe the places in which you have seen algae grow- 
ing. In what ways are the needs of algae different from the needs 
of ordinary land plants? 

4. Describe Pluerococcus. 

5. Describe nostoc, oscillataria. 

6. Describe the reproduction of Ulothrix, defining cilia, ga- 
metes and oospore. 

7. State the general characteristics of fungi. Give three ex- 
amples of fungi which you have seen. 

8. Explain the difference between parasite and saprophyte, 
defining host. Of what economic importance are fungi to man? 

9. Discuss sanitation with reference to bacteria. What is 
the principal way in which soil bacteria are helpful to crops. 

10. Describe the relationship of certain soil bacteria to Le- 
guminosae, defining tubercles. 

LESSOR VII. 

BRYOPHYTES. 

1. What plants belong to the Bryophyta? 

2. State a fundamental difference between mosses and liver- 
worts. 

3. Describe what is thought to be the way in which plant 
life came from the water to the land. What is meant by an am- 
phibious plant? 

4. Describe the sex method of reproduction in Karchantia, 
defining archegonia and antheridia. Describe the asexual method 
in the same plant. 

5. Describe the alteration of generations in liverworts. 

6. Describe the relations between mosses, liverworts and 
lichens as to growth upon rocks. 

7. Describe the habits of growth of mosses. 

8. Describe sex reproduction in a moss. 



160 COURSE OF STUDY 

9. Explain the advantage to plants in having photosynthesis 
and spore production performed in the same generation. 
10. Discuss the economic importance of Bryophytes. 

LESSON VIII. 

PTEEIDOPHYTES, 

1. Describe the structure of a true fern, defining frond and 
venation. 

2. Describe the reproduction of a true fern, defining sporo- 
gonium, sorus, indusium, annulus and prothalium. 

3. Describe the structure of Equisetum. Describe its repro- 
duction, defining sporophyll and strobilus. 

4.. Would you classify ferns as land or aquatic plants? 

5. Are the horsetails increasing in quantity and size, or on 
the decline?. 

6. Are ferns independent or dependent plants? 

7. Discuss the economic importance of ferns. 

8. Discuss the evolution of plants. 

9. In what sense is it true that the vascular tissue exempli- 
fied in ferns means about the same to the plant kingdom as the 
vertebral column means to the animal kingdom? 

10. How do florists propagate their ferns? 

LESSON IX. 

GYMNOSPERMS AND ANGIOSPERMS. 

1. Give examples of the Coniferae. 

2. What sort of organ is a pine cone? Explain its structure. 

3. Distinguish between the staminate and pistillate cones of 
Coniferae. 

4. Describe the pollen of pine and the process of pollination. 

5. Describe the embryo of the pine. 

6. Describe the female gametophyte of gymnosperms. 

7. Give a summary of the life history of a gymnosperm. 

8. State the characteristics which distinguish gymnosperm 
from angiosperm. 

9. In what ways are the seed plants the most complex of all 
plants ? 

10. What is meant by the statement that the angiosperms are 
the youngest and most successful groups of plants? 



COURSE OP STUDY 161 

LESSON X. 

GENERAL REVIEW QUESTIONS. 

1. Show waj^s in which the seed plant habit of storing food 
in seeds and elsewhere is important to industries. What four 
plants are most valuable for their stored food? 

2. What plant products are being used as substitutes for 
animal products? 

3. How may man vary the amount or quality of food stored 
in plants? 

4. How has man varied some plants until they would prob- 
ably be unable to maintain themselves in nature if unprotected? 

5. Define plant breeding. Discuss variation and give exam- 
ples of it which you have noted. 

6. What is it that causes agricultural plants, when suddenly 
submerged, to become yellow and die? 

7. What are the plant diseases of your community? What 
has your state done to prevent these diseases? 

8. Name the worst weeds in your community. 

9. Explain why rotation of crops tends to destroy weeds. 
10. Describe a life relationship of plants which is not found 

among animals. 



INDUSTRIAL BRANCHES 



Outlines arranged under supervision of L. C. Mersf elder. State 
Director of Industrial, Education, Santa Fe, N, M. 

To County Superintendents:- 

Please bear in mind the industrial work when selecting your 
institute instructors. I presume that it will be possible to have 
agriculture taught in every institute and I trust that each county 
superintendent will make due provision for the teaching of either 
manual training or domestic science. In most instances the insti- 
tute will be held where there is sufificient equipment for this work, 
but it will certainly be necessary for the instructor to have certain 
material with which to work, and so I suggest that you confer in 
advance with your industrial instructor and ascertain just what 
may be needed for this work. Each county can well afford to 
spend at least from twenty to twenty-five dollars for industrial 
material. 

To Industrial Instructors: 

In a few of the county institutes, the instructor in this de- 
partment will have adequate material and equipment with which 
to work, and plenty of time. You will also have teachers in your 
class who have had previous training in this department. Under 
such favorable conditions you will be expected, of course, to out- 
line your work to meet local conditions. However, in a majority 
of the institutes the work will be with rural and village teachers 
who have had very little or no training along this line. This is 
due, of course, to the fact that these subjects have been included 
in our regular course of study only a short time. 

With these facts in mind, I am having the outlines in each 
subject prepared accordingly. In many instances directors and 
patrons have objected to the teaching of these industrial branches 
because they could not see the benefit to be derived from same. 
These people are honest in their convictions and will continue to 
to oppose the teaching of this or any other siibject unless they 
ca nbe convinced that they are mistaken. Therefore, if any teacher 
is to have the support and cooperation of her community in this 
work sbe m.ust be able to present same to the children and par- 



COURSE OF STUDY 163 

ents in a way that will demonstrate its worth. In other words, 
she must present the practical side to them. For instance, if a 
farmer's boy comes home and attempts to tell his father the bio- 
logical name for the various plants on the farm, the father sees 
no value in the knowledge, but if the son can thoroughly demon- 
strate the fact that certain seeds will never germinate if planted, 
and also show the proper method of selecting seed to plant, then 
the father becomes converted. The same rule applies to manual 
training and domestic science. The time will come when the rural 
population of New Mexico would raise a complaint that would be 
heard from one end of the state to the other if the industrial 
branches were eliminated from our public school curriculum, but 
this will be after efficient and tactful rural teachers have done 
the good missionary work throughout the state as is being done in 
many of our rural districts today. 

The point I am trying to make is that the very work we ex- 
pect the teachers to do when they go to their school in the fall is 
what we must give them in the sumijier institute. If it be in 
manual training, let them make something and take it home with 
them, then have their piipils make from this model. 

Allow me to call your careful attention to the fact that for 
this year the grade which a teacher gets for her certificate will 
depend as much or more on WOEK DONE IN THE INSTI- 
TUTE than on their answers to questions at the close of the in- 
stitute. In other words, you as instructors will be expected to 
furnish with each examination paper, a grade to indicate class 
work -by applicant. These subjects deal more with DOING- 
THINGS than writing them. Especially is this true with refer- 
ence to manual training and domestic science. Of course, the 
short time will prevent many experiments in agriculture. 

PRINCIPAL TEXTS. 

Outlines and examination questions are to be based largely 
on the following texts : 

Agriculture : Burkett, Stevens & Hill. 

Adopted Text. Price 75c. 
Domestic Science: Morris, (American Book Company.) 

Adopted Text. Price 65c. 
Manual Training: W. Melvin Fox (Belen, N. M.) 
Price 60c. 



AGRICULTURE 



(Duplicate of 1915 Outline.) 
LESSON I. 

1. Of what value is soil to animal^, to vegetable, and to the 
life of man? 

2. Discuss the origin and process of soil making? 

3. Name four active agents that convert rock waste into soiL 

4. What is weathering? What is humus? 

5. What service did Jethro Tull render to the farmers of 
England? 

6. What tools are used in tillage? 

7. At. what depth should shallow soil be plowed? 

8. What is meant bj' crop rotation and what is its purpose? 

9. What is the purpose of tillage? 

10. Assignment of Special Topics for the lessons that follow. 
If possible, have each member of the class make an oral or written 
report on some subject of agricultural interest — during the session. 

LESSON IL 

1. Is there such a process as "farming without water?" 

2. What amount of rainfall is necessary for successful crop 
raising in this section? 

3. What is the average annual rainfall where you live? 

4. Discuss two ways in which a deficiency of rainfall can 
be overcome. 

D. What crops require an abundance of water? 

6. Name five dronth resistant crops. 

7. What crops thrive best on a sandy soil ? 

5. What crops require great heat for maturing? 

9. Define: (a) siib-soil; (&) alkali soil; (c) adobe soil; (d) 
virgin soil; (e) arid soil. 

LESSON in. 

1. Discuss briefly the history of irrigation in the United 
States. 

2. DisctiFS the advantages and disadvantages of rivers as a 
source of water supply for irrigation; reservoirs; artesian wells; 
pumping plants. 



COURSE OF STUDY 165 

3. Which of these systems is used in your section of the 
State and what others, if any, could be used to advantage to fur- 
nish a more abundant water supply? 

4. Discuss the construction of the Elephant Butte dam and 
its relation to the development of southern New Mexico. 

5. To what extent is the United States engaged in promot- 
ing irrigation enterprises? In what way are funds provided for 
this purpose? 

6. Does soil with an abundant water supply need as careful 
tillage as that recommended for "dry farming?" 

7. What is meant by drainage? Is drainage necessary in 
this State? 

8. Name five advantages of artificial drainage. 

9. (a) Special topic: "Gasoline Applied to Farm Power." 
(&) Special topic: "What Electricity Wil\ Do for the Farm Wife." 

10. Discussion. 

LESSON IV. 

1. What is meant by "dry farming?" 

2. Name five farm tools necessary for use by this metliod 
and describe their uses. 

3. What farm crops are best adapted to this method? 

4. Can dairying be carried on successfully in connection 
with dry farming? 

5. What is a silo? Describe two kinds. 

6. Does New Mexico supply its own market with butter and 
eggs? Why?. 

7. Are prohibitive freight rates due to lack of co-operation 
among farmers in marketing their products, to the long haul re- 
quired for a market, or to lack of rate regulation? Only thought- 
ful answers to this question should be accepted. 

8. W^hat are the advantages of the Weather Bureau; the 
Parcel Post; co-operative canning factories, creameries, dipping 
associations ? 

9-10. Debate: "Eesolved, That the business of the local 
merchant is being rapidly absorbed by the mail order houses." 
Discussion. 

LESSON V. 

1. Name two crops that exhaust soil fertility. Two that are 
soil improvers. 

2. What is meant by pollination? 

3. What is propagating by buds? 



166 COURSE OP STUDY 

4. Discuss la^^ering. Seed selection. 

5. How would you select seed potatoes? 

6. How would you select seed wheat? 

7. Outline in advance and tell how you would present a les- 
son on the selection of seed corn. 

8. What service has each of the following men rendered in 
developing the agricultural industry : Luther Burbank, Cyrus Mc- 
Cormick, Eli Whitney, W. H. Campbell ? 

9. Is the evolution of industry tending to attract boys to- 
wards or away from the farm? 

10. Special Topic: "Some Things That Will Make Farm 
Life More Attractive." 

LESSOZ^ VL 

Plan a class excursion to some interesting farm problem, as 
an experiment farm, an irrigation project, a model farm, a good 
garden, or other farm industry. A general discussion in class will 
bring out the location of interesting places to visit. In most cases 
the class can walk. In some instances progressive citizens and 
Commercial Clubs arrange an automobile trip for the excursion. 
The instructor should outline the observations to be made and 
require a written report from each member of the class or a gen- 
eral discussion in lieu of that in a later lesson. 

LESSON VII. 

1. Why should agriculture be taught in the rural schools? 

2. Who receives the greater financial return from land, the 
homesteader, the speculator, or the permanent occupant? 

3. Adam is said to have failed in the Garden of Eden. Do 
more farmers fail from lack of knowledge, lack of capital, lack of 
good markets, or a lack of interest? 

4. What methods are proposed to remedy the last four 
named? 

5. Eor what are the following used: a hot bed, a spud, a 
brooder, a weir? 

6-9. How would you prepare the soil, plant and cultivate a 
crop of wheat ; corn ; cotton ; potatoes ; cane ? 

] 0. Special topic : "My Favorite Breed of Chickens." 

LESSON VIII. 

1. Name five farm pests and discuss the manner of treat- 
ment. 



COURSE OF STUDY • 167 

2. Are we making more advancement in New Mexico in 
farming or animal husbandry? 

3. Are good roads as necessary to the farmer as to the auto- 
mohilist? Which has been the more active in furthering the Good 
Eoads movement? 

4. What road improvements have been made in your county 
in the past two years? What further improvements are needed? 

5. What uses can be made of farm powder? 

6. In what ways can your State Agricultural College and 
the Department of Agriculture assist you in the teaching of agri- 
culture? 

7. What are County Agents or Demonstrators, and how can 
one be secured? 

8. Name some valuable farm bulletins that can be sedured 
for the asking. Where and to whom should you write for such 
bulletins ? 

9. Name some farm conveniences that can be made by older 
boys in the manual training class. 

10. Debate : "Eesolved, That Farm Life is Preferable to 
City Life.'^ 

LESSON IX. 

The time should be devoted to Special Eeports previously as- 
signed by the instructor or occupied by an outside speaker. 

LESSON X. 

This lesson should be devoted to the work of the Boys^ and 
Girls' Clubs. 

LESSON XI. 

INDUSTRIAL CLUB WOEK. 

1. What is the Industrial Club Work for? Who is the State 
Leader in New Mexico? By Avhose authority does he work? 

2. What relation has the Club work to school work? 

3. What are the six Club Projects in New Mexico for the 
1916 contests? 

4. Which of these are along (1) the line of Agriculture: 
(2) Home Economics? 

5. Would it be advisable to give school credit for this home 
work of the Club contests? 



168 COURSE OF STUDY 

6. In what subjects and how much credit should be given 
for each Project completed? 

7. What are the duties of Local Leaders in Club Work? 
How can the teacher be a Local Leader in Club Work and make 
it a help to the school work? 

8. In Cook County, Illinois, teachers who are Local Leaders 
in Club work stay with their pupils during the summer and give 
field, garden and home instructions. Would this be a good plan 
for New Mexico? 

(See 1914 report of Dist. Ko. 73, E. J. Tobin, Chicago, 111., 
County Supt.) 

9. What will Club work do for community interests? Are 
you planning to have a Local Contest in your school next fall? 

(Eead "The Corn Lady" by Jessie Field — Supt. Page Co., 
la. — A. Flanagan Co.) 
10. Club products for the market may be sold under the 4-H 
Brand. What does the 4-11 Brand stand for? 

SOUECES OP INFORMATION. 

Mr. 0. H. Benson — National Leader for 33 Northern and 
Western States — is authority on Club work. His office is in U. S. 
Department of Agriculture, Washington, D. C. 

The State Leader for New Mexico has his office at State Col- 
lege, N. M. 

BULLETINS AND CIKCULARS. 

1. Bulletin No. 1— Boys' and Girls' Club Work, State Col- 
lege, N. M. 
■ 2. Office of Expt. Sta. — Bulletin 255 — Educational contests 
in Agriculture and Home Economics, U. S. D. A., Wash- 
ington, D. C. 

3. B. P. I. Circular No. 803— Organization of Boys' Corn- 
Club Work— U. S. D. A. 

4. B. P. I. Circular No, 104 — Special Contests for Corn- 
Club Work— U. S. D. A. 

5. Farmers' Bulletin 521 — Canning Tomatoes at Home and 
in Club Work— U. S. D. A. 

"The Ways of Thrift"— monthly, $1.00 per year, Clyde A. 
Mann, Chicago, 111. 

"Community Building" — monthly, $0.50 per year. A. J. Bill, 
Bloomington, 111. 

"The Eural Educator"— monthly, $1.00 per year. R. E. Com- 
pany, University Hall, Columbus, 0. 



BOYS' AND GIRLS' CLUB WORK 



Prepared hij W. T. Conway, State College, State Leader. 

Boys' and Girls' Club Work is junior Extension work in ag- 
ricultuie and home economics, carried on cooperatively by the 
State Agricultural College and the U. S. Department of Agri- 
culture "for the purpose of systematic study and demonstration 
of scientific principles in agriculture and home economics." 

The Club Work is chiefly "home work" but correlates nicely 
with "school work." It is divided into Club Projects, each pro- 
ject representing some definitely planned, specific work; as, "grow- 
ing an acre of corn," "growing a garden and canring vegetables," 
"raising a pig or a flock of chickens," "doing cooking or sewing," 
etc., etc. Instructions in each project are furnished free to Club 
members by the State Leader of Clnb Work. 

Club members are from ten to eighteen years of age. inclusive. 
They choose a project, follow the instructions and do their own 
work under the guidance of a Local Leader. They keep records 
of work done and all costs of the project. They make exhibits at 
the close of the contest of the products made or raised and present 
a copy of their records with a written story on how they did the 
Avork. 

The first contests are local to ascertain the competitors for 
the county contest. The county winners exhibit in the state con- 
test and are eligible to go to the State Club Encampment. There 
the state champion in each Club Project is determined. Premiums 
are awarded in each of these contests. Expenses to the State En- 
campment is considered a good county prize. 

HOW TO OTJPtANIZE INDUSTRIAL CLUBS. 

Secure literature on each Club Project from the State Leader 
and present the projects best adapted to local conditions. All 
members of the same Clnb choose the same project. Eive or more 
members may compose a Club. Select some older person to be the 
Local Leader of the Club. Elect officers — president, vice-presi- 
dent, secretary-treasurer — from among the Club members. En- 
roll all members and officers on special U. S. post cards furni=hed 
by the State Leader, then mail the cards to the State Leader, State 
Colles-e, N. M. 



170 COURSE OF STUDY 

The State Leader transfers the names of members, officers 
and Local Leader to a CHARTER in duplicate. One charter is 
sent to the Secretary of the Club and the other to the County 
Superintendent or the County Agriculturist. With the charter, 
to the Secretary of the Club, is sent a sufficient number of Club 
Circulars and Club Lesson I. so that the Leader and each 
member may have one. The Club organization is then complete 
and the members are ready for business. Other lessons follow 
monthly. 

Any teacher or other person, interested in the welfare and 
achievement of boys and girls along the lines of manual training,' 
agriculture and home economics, is authorized to organize Boys' 
and Girls' Clubs, become their Leader and direct the activities of 
the local organization under the supervision of the State Leader 
of Club Work. The State Leader heartily invites the cooperation 
of every teacher in this great movement for industrial education. 

The endorsement of Club Work by the State Department of 
Education and the assistance rendered by the State Director of 
Industrial Education in getting Club Work started throughout the 
state has done much for the success of the work. 

THE WOEK OF THE LEADEKS. 

A good Local Leader is absolutely necessary for the success 
of Bo3's' and Girls' Club Work. Experience in the work is not a 
prerequisite for leadership, but a willingness to follow instructions 
is needed. 

The Leader should be at all Club meetings — usually once a 
month. He should observe the work of the members, examine 
their records, help them prepare exhibits and inspect the monthly 
and final reports. The Leader should encourage the members to 
stick to their projects and complete them. He should plan for 
the local exhibit and secure some suitable premiums to make the 
contest more interesting. Where a number of Clubs are organ- 
ized and working out different projects in the same community, 
the Local Leaders of these Clubs should organize themselves and 
constitute the fair board for the community. 

County Superintendents and County Agriculturists with those 
appointed by them constitute the authority for doing Club work 
and holding contests in the county. They should see that a county 
contest is held and competent judges are secured to pass on the 
merits of the 'various exhibits. They should secure the funds to 
send the county winners to the State Club. Encampment and pro- 
vide premiums of an educational character for all other winners. 



COURSE OF STUDY 171 

The State Leaders of Club Work and Director of Industrial 
Education will provide for holding the state contest at the State 
Encampment and prepare a suitable educational program for those 
in attendance. This will be the crowning event of the Club Work 
for the year. 

PROJECTS OUTLINED. 

Extension Circular No. 8 — Boys' and Girls' Field Crops Project. 
" No. 9— Boys' and Girls' Garden and Can- 
ning Clubs. 
" No. 10— Boys' Pig Club Project. 
'' " No. 11— Boys' and Girls' Poultry Clubs. 

" " No. 13— Girls' Cooking Club Work. 

" No. 13— Girls' Sewing Clubs. 
Published by Extension Division, N. M. College of A. & M. 
A., State College, N. M., National and State Leaders in 
Club Work. 

0. H. Benson — in charge of Club Work, North and West — 

33 states. 
Geo. E. Farrell — Assistant. 
Miss Florence E. Ward — Assistant. 

TJ. S. D. A. 

Washington, D. C. 

W. T. Conway — State Agent in charge of Club Work, State 

College, N. M. 
J. H. Toulouse — Assistant. 

Note — Eeference for Bulletins will be found on Club Circulars. 



MANUAL TRAINING 



Prepared ly W. Melvin Fox, Superintendent of Schools, 
Belen, New Mexico. 

Eeference Book: Fox's "Practical Woodwork." Price, 60c. 

It is an extremely dififictilt task to so make a course of in- 
struction on this subject that it will meet all the needs of every 
teacher in one short month of institute work. There are teachers 
whose work is confined to a particular grade and their needs are 
determined accordingly; while the great mass of rural teachers 
are engaged in instructing several grades and their needs are 
consequently much more complex. A discrimination ought to be 
made, however, between Manual Training and what is commonly 
called "busy "work ;" therefore, it will .be no part of this outline 
to trespass beyond these premises. 

The first week of the Institute in Manual Training should be 
devoted to four lessons covering the work of the first four grades. 
Teachers who are employed in primary and lower grade work may 
enlarge indefinitely on these lessons. It is desired that every 
teacher will personally make the projects assigned them and keep 
them as models with which to go before their classes at the proper 
tim.e. It is the intention in industrial education this year to m,ake 
tilings rather than to tallc about maJdng them. It is also intended 
to have a large percent of the Manual Training credit given on 
the actual construction of projects in institute, rather than credit 
•on successfully written examinations. 

LESSON I 

PAPEE CONSTEUCTIONS. 




PROJECT I. PROJECT 



Fold on the dotted lines. Hopper-'Shaped Box. 

Hexagonal Paper Box. Cut on the heavy full lines. 

Cut on heavy full lines. Fold on the dotted lines. 



COURSE OP STUDY 



17? 




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Ul 




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f 


1-1 


, 


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• 

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PROJECT III. 



Paper Pail. 
Cut on the heavy full lines. 
Fold on the dotted lines. 



PROJECT IV. 

Folded Paper Bag or Sack. 
Cut on the heavy full lines. 
Fold on the dotted lines. 



Make these projects in actual class work and preserve them 
for future models. The teacher who is able to construct these will 
be able to enlarge indefinitely on work of this kind. Start with 
the simplest paper-folding and cutting for the beginners and 
gradually lead up to more difficult useful things. 

LESSON II 

TYING, KNOTTING, TWISTING, BRAIDING. 

Teach the following simple knots : Hard knot, Slip-noose knot. 
"Weaver's knot, and Hitching knot. These are useful things that 
the children in the lower grades should know and lead to a large 
field of projects along this line. A six-year-old boy should be able 
to tie a rope about a calf's neck so it will not choke. Instruct 
them how to twist and double cord so as to increase its strength 
and still remain twisted. Teach them three-strand and four-strand 
braiding and show how to keep uniformity in the process. 

LESSON III. 

KEED WORK. 



Construct a tray out of rattan wound with raffia or a willow 
osier wound with corn-husks. The rattan, willow, and corn-husks 
should be well soaked in water before using. Construct a mat or 
simple basket out of rattan or willow osiers showing the pupil how 
to use the spokes and the weaver and how to finish off the binding. 



174 



COURSE OF STUDY 



LESSON TV 

SIMPLE BOOK CONSTRUCTION. 



Contract the book suggestions, showing the various steps in 
the process, and have the pupil design the covers with appropriate 



drawings. 




A "S ^'gJ^^ C" " ^^N 





"X 


r^ 


MOr^ 




J3ooK 




^ 


J 





PROJECT!. 
Folded and Sewed. 



PROJECT 11. 
Punched and Laced. 



PROJECT III. 
Punched and Tied. 



In a four-weeks' institute it is witliin the capability of the 
average teacher to take up and complete four lessons in v>^ood-work, 
especially when those lessons include only one project in each of 
the four groups, namely: The Preliminary Group, Box-making 
Group, Modeling Group, and Simple Furniture Group. A number 
of projects from each group are suggested, thereby giving the pupil 
or teacher a choice as to what he will make for each group. This 
method brings into use the largest number of principles involved 
in wood-work as well as the use of a variety of tools. If pupils 
are much over-age for their grades or have had previous experience 
they may be required to do much more advanced work. The in- 
stitute instuctors should see that their pupils in institute classes 
do not select the largest and most difficult project in each group as 
they may not have time to complete them before the term closes. 
The choice of projects in each group should be confined to those 
selected in this manual as the best results will thereby be attained. 
This course in wood-work, from the fourth grade up, is based on 
Fox's "Practical Woodwork," and every teacher should become 
familiar with the early chapters of this volume, and follow the 
steps in the process of construction as closely as possible. It is also 
believed that every teacher should have a copy of this work to take 
back with him to his school for the next year's work. It is full 
of valuable information as well as many carefully worked out de- 
signs of practical and useful projects. 



COURSE OF STUDY 175 

WOODWOEK FOE FIFTH GEADE. 

Lesson I Grade V Project 1 — 2 

Lesson II Grade V Project 3 — 4 — 5 — 6 

Lesson III Grade V. Project 21—23 

Lesson IV" Grade V Project 29—30—31 

WOODWOEK FOE SIXTH GEADE. 

Lesson I Grade VI Project 2— 7 — 8— 9—10 

Lesson II Grade VI Project 22 — 23—24 

Lesson III Grade VI Project 32—34—35 

Lesson IV Grade VI Project 41—44 — 46 

WOODWOEK FOE. SEVENTH GEADE. 

Lesson I Grade VII Project 11—12—14—15—16 

Lesson II Grade VII Project 25—26 

Lesson III Grade VII Project 36—37 

Lesson IV Grade VII Project 42—48—49 

WOODWOEK FOE THE EIGHTH GEADE. 

Lesson I Grade VIII „ Project 17—18—19—20 

Lesson II Grade VIII Project 27—28 

Lesson III Grade VIII Project 38—39—40 

Lesson IV Grade VIII Project 43—45—47—50 



DOMESTIC SCIENCE 



Prepared hy Mrs. Florence Bartlett, Santa F&. 

Eeference Books : Household Science and Arts, Josephine 
Morris, A. B. C. Price 65c. Foods and Household Management, 
Kinne & Cooley, price $1.10, The MacMillan Co. Physiology 
and Hygiene, Conn. Primer of Sanitation, Eitchie. 

HOW TO TKACH DOMESTIC SCIENCE IN THE PUBLIC SCHOOLS. 

1. What equipment is necessary for teaching cooking in the 
public schools? 

2. Discuss problems that present themselves to the rural 
teacher. 

3. How should records of class work be kept? 

4. How may the community co-operate with the school in the 
pursuit of this subject? 

5. Boys' and girls' clubs. What are they? How organized?- 
Purpose of and means of maintaining interest. 

6. What is a kitchen garden ? How may all our schools have 
them ? 

7. How much domestic science may be taught in the lower 
grades? Discuss the benefits that may be derived from "playing 
dolls" and "playing house." 

8. How may neatness about one's person, one's clothes and 
one's home be taught in the public schools? 

9. How may children be encouraged to keep wardrobes and 
bureau drawers neat and clean? 

10. Make an outline of a year's work in domestic science. 

11. What is food? What is the purpose of cooking? 

LESSON IT 

CAKE OF KITCHEN. 

1. Discuss the biology of cleanliness. What are germs? 
What is poison ? Infection ? 



COURSE OF STUDY 177 

2. How should a kitchen be cleaned? How may it be kept 
clean? Discuss floor, table, pantry shelves, bins, stove, stove-pipe, 
sink, refrigerator, waste pipes. 

3. How should dishes be washed and dried? Glass-ware? 
Silver? Cooking utensils? Discuss dish-washing and drying ap- 
pliances. 

4. Dish mops and towels should be scalded daily and hung 
in the snn. What is the best material for dish towels? 

5. What are the merits of various cleaners? Lye, ammonia, 
soap, scouring brick, kerosene for removing grease. 

G. Draw a plan for a well arranged kitchen. 

7. Discuss floor covering, walls, ceiling, furnishings, kit- 
chen cabinet. 

8. Discuss stoves, wood, coal, gas, electric, fireless, brick and 
adobe ovens, thermos bottles. 

9. How should receipts be kept? Discuss the merits of var- 
ious cook books. 

10. How should kitchen accounts be kept? What propor- 
tion of an income should go to the table? Name some kitchen 
pests and tell how they may be removed. Ants, mice, roaches, etc. 

LESSON III 

BEEAD MAKING. 

1. How. would you teach the chemistry of bread making to 
a rural class? Discuss methods of mixing bread and dough; tem- 
perature of oven for baking; length of time required. 

2. How would you care for bread after taking from oven? 
Discuss causes and nature of mildew, care of bread-box. 

3. What are the advantages and disadvantages of salt-rising 
bread; of moist and dry compressed yeast; of yeast "starter"; of 
potatoes in yeast? 

4. What is the composition of baking powder? What is the 
principle on which it "works"? What is the chemical action of 
soda on cream of tartar, molasses, sour milk? 

5. Describe a grain of wheat and mention the useful minerals 
found in the bran. Describe starch granules. 

6. Describe various flours — bolted, graham, whole wheat, 
corn, rye, oat-meal, bran. 

7. Discuss yeast bread, biscuits, muffins, griddle cakes, waf- 
fles, toast, coffee bread, rolls, raisin bread, nut bread, brown bread, 
crullers. 



178 COURSE OF STUDY 

8. iName uses for stale ;bread, and bread crumbs, for pudding, 
bieaded meat, thickening for sauces, etc. 

9. Making sandwiches — best method of slicing bread, filling, 
removing crust. 

10. Eecipes. 

LESSON IV 

COOKING VEGETABLES AND CEEEALS. 

1. Name some roots, stems, leaves, fruits and tuhers used as 
vegetables. 

2. How should peel be removed from new potatoes, carrots? 
How should lettuce and celery be prepared for eating? How 
should spinach and cauliflower be prepared for cooking? How 
are vegetables bleached ? 

3. Discuss boiling, baking and frying vegetables. What is 
saiiteing? How are cream sance, and butter sauce made? 

4. Discuss the digestibility, nutritive value and chemical 
composition of corn, beans, potatoes, lettuce, beets, carrots, cab- 
bage. How should vegetables be bought? How cared for? 

5. What are carbohydrates? Of what use are they to the 
body ? 

6. What are ptomaines? 

7. Of what use are minerals to the body? Name some fruit 
and vegetable acids. 

8. 'WHiat foods are classified as cereals ? What is their nutri- 
tive value? Economic value? Discuss prepared breakfast foods. 

9. How should oat-meal be prepared? How long should it 
be cooked ? Cream of wheat ? How should rice he cooked ? 

10. Eecipes. 

LESSON V 

COOKING MEATS. 

1. Discuss methods of cooking meats. Boiling, frying, sau- 
teing, stewing, broiling, roasting. What advantage has each 
method ? 

2. How would you teach a rural class the various cuts of 
meat? Economy in buying meat? Method of carving? 

3. Discuss the nutritive value and digestibility of beef, veal, 
mutton, lamb, pork, fowl, fish. What is a pot roast ? 



COURSE OF STUDY ll'J 

4. Discuss the value of other foods rich in protein, sucii iis 
milk, cheese, nuts, beans. What is protein? Where and how- 
digested ? 

0. What is fat? How and where digested? What is an 
emulsion? Name useful vegetable and animal fats. 

6. Discuss the use of seasonings to make meat palatable, also 
pleasing combinations, such as turke}^ and cranberry sauce, lamb 
with mint, pork with apple sauce. 

7. What are the most economical cuts of meat to buy (con- 
sidering the nutritive value) ? 

8. Name some meat substitutes. 

9. Name use for cold meats. Croquettes, filling for tomatoes 
or bell peppers, salad. 

10. Eecipes. 

LESSON VI 

SOUPS, SALADS, SAUCES. 

1. Wliat cuts of meat are used for making soup? Broth? 
How should each be cooked? What is stock? 

2. Soup should have the place of an appetizer at a meal. 
Should it be highly seasoned? How should it be served? How 
eaten? Should crackers be broken into soup at the table? 

3. How are noodles made? What is the use of spaghetti, 
macaroni, rice, barley, etc., in soup? 

4. How are croutons made? A¥hat are bread sticks? What 
is a pouree? How made? What is bouillon? 

5. How should oysters be cooked for soup? 

6. What is French salad dressing? Cooked dressing- Ma- 
yonnaise? What does it mean to marinate? 

7. Name various fruit, vegetables and meat salads. How 
should they be served? How should lettuce be crisped? 

8. How are cheese wafers made ? Cheese straws ? 

9. How are the following made: Brown gravy, cream gravy, 
curry sauce, chili sauce, Spanish sauce, Tartar sauce? 

10. Eecipes. 

LESSON VII 

CAKES AND PASTRY. 

1. All cakes are divided into two general classes. (1) Those 
into which butter or other fat enters, and, (2) Those into which 
it does not, as sponge. 



180 COURSE OF STUDY 

2. What effect lias altitude on cake making? How may this 
be remedied? Name the utensils required for cake making. 

3. What is the order of mixing ingredients? Name some 
substitutes for butter. 

4. Discuss cake baking, time for^ temperature, care of, after 
taking from oven. 

5. Cooked and uncooked icing. Should cake be iced while 
warm or cold? How are the following icings made: White, choc- 
olate, caramel, marshmallow? 

6. Name and describe various fillings, cream, fruit, nut, 

jelly. 

7. Discuss drop cakes, cookies, fruit, layer, pound, ginger- 
bread, and various economical cakes. 

8. How is pie crust made? Puff paste? Discuss various 
fillings for pies, turnovers and patties. What is peach cobbler? 

9. How is mince-meat made? Mince pie? 
10. Eecipes. 

LESSON VIII. 

DESSERTS AND BEVERAGES. 

1. What is the food value of ice cream? What is water ice? 
Sherbet ? Mousse ? 

2. How is freezing accomplished? What is the proper pro- 
portion of ice and salt? How is ice cream packed after freezing? 
What should be the care of the freezer? 

3. Describe various cold fruit dri«nks: Lemonade, orange- 
ade, pineapple and grape juice, fruit punch, iced coffee. 

4. What is a custard? How may sago, tapioca, rice, bread 
and cake be combined with a custard foundation to make pudding? 
These may or may not be combined with fruits and jellies. What 
is suet pudding? 

5. Discuss desserts that have a gelatine foundation: Snow 
pudding, Spanish cream, coffee jelly, wine jelly. 

6. How are starch deserts made? Corn-starch, blanc-mange^ 
chocolate blanc-mange? 

7. Discuss the use of fresh and cooked fruit for dessert. 
Stewed apples, prunes, rhubarb, baked apples. 

8. How should tea, coffee, cocoa and chocolate be made? 
What is theine, caffeine, coco, theobromine? 

9. Name arid describe some pudding sauces. Hard, lemon,, 
wine, cream, foamy. 

10. Eecipes. 



COURSE OP STUDY 181 

LESSOK IX. 
PRESEKVES AND JELLIES. 

1. When should fruits and vegetables be preserved? How 
should a preserve closet be kept free from mold-producing germs? 

2. How should utensils used in the preparation of and jars 
used in the packing of preserved fruit, be cared for? 

3. How may food be preserved? Discuss the composition 
arid nutritive value of various fruits. 

4. Discuss fully methods of canning fruits and vegetables. 
What is the difference between canned fruit and "preserves?" 

5. What is fermentation? Caiise of? Effect of? Why does 
food spoil? Discuss the subject of making preserves; jams, jel- 
lies and fruit butter. 

6. Name some of the dangers that lurk in commercial cannerl 
goods. 

7. Discuss fully the subject of pickling. 

8. How is fruit evaporated? How should dried fruits bo 
cooked ? 

9. !N"ame and describe the principal spices and condimeots 
used to season preserves, pickles, etc. 

10. Eecipes. 

LESSON X. 

INVALID COOKERY. 

1. What are the requisites for foods intended for invalids ? 

2. ISTame some nourishing liquid foods. Name points to be 
considered in preparing infant's food. 

3. Name some easily digested semi-solids. What is meant 
by pasteurized and sterilized food? 

4. Name some foods suitable for convalescents. Discuss 
water supply, contamination of, filtration, cisterns, distillation of. 

5. Discuss the beneficent qualities of milk, cream, junket, 
cottage cheese, buttermilk, koumiss. 

6. How are mutton and beef broth prepared? Milk toast, 
soft boiled eggs, steamed rice, milk punch? 

7. Discuss diet in regard to the following ailments : liver, 
stomach, intestinal and kidney troubles, fevers, colds aenemia. 

8. How should an invalid's tray be arranged? 



182 COURSE OF STUDY 

9. How should food be kept cool and clean? Discuss the 
care of the refrigerator, tainted food, odors, sterilizing. Discuss 
the use of lime, charcoal. 
10. Eecipes. 

LESSON XI. 

BALANCED MEALS, 

1. What is meant by a well balanced meal? 'What are ttie 
principal elements of the human body? What proportion of pro- 
tein, carbohydrate, mineral and fat should a meal have? 

2. Prepare and analyze model menus for breakfast. 

3. Prepare and analyze model menus for luncheon and sup- 
per. 

4. Prepare and analyze model menus for dinner. 

5. Prepare suitable menus for luncheons for school children 
and for picnics. 

6. Discuss the meaning of "refreshments" at social enter- 
tainments. Give suggestive menus. 

7. Discuss the subject of "soft drinks," such as are com- 
monly sold at soda fountains. Coloring matter, injurious, and 
not so. 

8. Discuss the subject of camp cookery. 

9. Chafing dish cookery, 

10. Discuss Household Economics, The use of 'leftovers" 
in the preparation of meals. The proper way to buy. 

11. Eecipes. 

LESSON XII. 

THE SERVING OF MEALS. 

1. Describe table linens suitable for both formal and in- 
formal use. 

2. Describe china, silver ware and glass ware that are con- 
sidered in good taste. Discuss the method of washing and caring 
for these. 

3. Describe a table properly set for formal and for informal 
meals. 

4. What is the proper way to serve a meal both when there 
is a servant and when there is none? From which side shoulcl 
food be passed? 



COURSE OF STUDY 183 

5. Table decoration. Of what should it consist? Speak of 
place cards. 

6. Candy-making. What is meant by soft ball, hard ball, 
thread, crack? 

7. What is fondant? What are the nature and sources of 
sugar? Name other ingredients used in the making of candy. 

8. What are hard candies? How is taffy made? 

9. Recipes. 

10. Table manners. — Discuss fully. 



DOMESTIC ART 



Prepared hy Mrs. Florence Bartlett, Santa Fe, N. M. 

Eeference Books : 
Shelter and Clothing — Kinne & Cooley; price $1.10; MacMIlan 

Company. 
Handicraft for Girls — Isabelle McGlanflin; price $1.00; Manual 

Arts Press, Peoria, 111. 
Cardboard Construction — W. C. A. Hammel; 20c. 
Cardboard Construction — J. W. Trybon; 90c. 
Paper Folding — W. C. A. Hanynel; 20c. 
Paper Sloyd for Primary Grades— Edna N". A. Eich; 70c. 
Primary Hand Work — ^W. SeegmJer; 90c. 
Hand Loom Weaving — Todd; 90c. 
Raffia and Reed Weaving — Elizabeth Knapp; 45c. 
Practical and Artistic Basketry — ^Laura R. Tensley; $1.00. 
Course of Study in Industrial Education — Tensley. 

LESSON L 

HOW TO TEACH SEWING IN THE PUBLIC SCHOOLS. 

1. Discuss ways and means of teaching sewing in the pub- 
lic schools. How often should lessons be given? How much 
credit should be given for home work? 

2. What are some problems peculiar to teaching sewing in 
the rural schools? How would you overcome these? 

3. How may the co-operation of merchants, housewives and 
school boards be secured by the teacher and her class? 

4. What equipment is necessary for the school and for in- 
dividual pupils? How may this be secured in poor communities? 

5. Discuss the various kinds of thread and needles used in 
sewing with regard to numbers and sizes. 

6. How should a needle be threaded? How should a loiot 
be made ? When may knots be dispensed with ? A thimble should 
always be used. 

7. Discuss fully the following points : The position of the 
pupil while sewing, height of chair, position of feet, back, head, 



COURSE OP STUDY 185 

•distance of work from the eyes, pinning work to the dress at the 
knee. 

8. Sewing in relation to defective eyesight and to nervous 
•children. 

9. Care of hands, nails, materials, work box, neatness, pride 
in work. 

10. Practical demonstration and assignment. 

LESSON II. 

PLAIN SEWING. 

1. What is a stitch? What is running stitch? For what 
is it used ? 

2. Describe various methods of basting. For what is each 
used? What is backstitching ? For what is it used? 

3. Describe combination stitch, overcasting stitch, overhand- 
ing. For what is each used? What is whipping? Hemming? 

4. What is a seam? A french seam? A felled seam? 
What kind of seams are used for infants' clothing and fine white 
lingerie? What is a beaded seam? 

5. What is a gusset? How is a bound buttonhole made? 

6. Describe various forms of mending, patching and darning. 

7. What is meant by rolling and whipping? When used? 

8. How should a seam on flannel be made and finished? 
When and how are the edges of seams overcast, pinked, bound? 

9. How are seams made in lace or net? In velvet? 
10. Practical demonstration and lesson assignment. 

LESSON IIL 

OENAMENTAL STITCHES. 

1. Describe the making of a buttonhole. Is the stitch made 
in the same manner as the buttonhole stitch of embroidery? 

2. What is blanket stitch? Outline stitch? 

3. How is feather stitch made? Herringbone stitch? Cross 
stitch? Outline stitch? 

4. How are french knots made? Seed stitch? Lazy daisy? 
How is a punched eyelet made ? A cut eyelet ? Describe pleasing 
ways of combining some of these stitches to make trimming for 
children's dresses. 

5. How is hemstitching made? For what is it used? 



186 COURSE OF STUDY 

6. How is braiding done? Applique? How may these be 
used for dress trimming? 

7. In what way may bias bands be used as dress trimming? 
Piping? Applied hems and skirt yokes? 

8. Discuss the use of shirring, plaiting and tucking as trim- 
ming for wearing apparel., 

9. How should hooks and eyes be sewed on? How should 
buttons be sewed to very thin material ? To very heavy material ? 

10. Practical demonstration and lesson assignment. 

LESSON IV. 

PATTERNS. 

1. . Tbe width of the material purchased should be regulated 
by the style of pattern to be used. 

2. Name some popular makes of paper patterns. How should 
a person be measured to ascertain the size of pattern required? 

3. Explain some of the symbols used on paper patterns. Di- 
rections should always be read carefully and a proper interpreta- 
tion made of them, 

4. When and how should patterns be altered? Lengthened, 
shortened, made wider or narrower? 

5. Discuss the matter of placing patterns on material so 
as to cut to the greatest advantage. 

G. Basting. When should the different basting threads be 

used? How are bias and straight edges basted? 

7. How are garments fitted? 

8. Finishing. 

9. Discuss the matter of re-modelling clothes, 

10. Practical demonstration and lesson assignment. 

LESSON V. 

TEXTILE FABRICS. 

1. Make a careful study of cotton in its relation to textilos. 

2. Make a similar study in regard to linen. 

3. In the same way study wool. 

4. Also study the use of silk. 

5. What other vegetable or animal fibers are used in the 
manufacture of textiles? 



COURSE OF STUDY 187 

6. How are tests made for fibers? For fading, for shrink- 
age, for spotting, for stiffening and glazing? 

7. How are fabrics dyed? How adulterated? Why should 
material for sheets, pillow cases, etc., be torn instead of cut? 

8. Make a list of the most useful fabrics, giving width, cus- 
tomary price, use, composition and description. 

9. What consideration should be made of the following when 
buying fabrics or cutting articles from them: Selvage, figures, 
stripes, plaids, checks, nap, right and wrong side? 

10. Practical demonstration and lesson assignment. 

LESSON VI. 

THE SEWING MACHINE.. 

1. Name and describe the principal parts of a sewing ma- 
chine. What is the difference between a single thread and a dou- 
ble thread machine? 

2. How should a sewing machine be cared for ? How should 
it be cleaned and oiled ? How often should this be done ? 

3. Describe the principal adjustments, tell how they are ad- 
justed and how used. 

4. Define the following : shuttle, tread, feed belt, presser 
foot, bobbin, stitch control. Discuss needles and thread as related 
to one another, 

5. How are wide hemming and tucking done on a sewing 
machine? Quilting, felling, binding, puffing? 

6. Discuss the aesthetics of dress. The economy of dress. 

7. Give the history of costumes, ancient, mediaeval and 
modern. 

8. The designing of clothes; individuality. The importance 
of artistic dress. Eequirements of dress. Color harmony. Line 
harmony. 

9. Discuss the hygiene of dress. Shoes, hats, corsets, un- 
derwear. 

10. Practical demonstration and lesson assignment. 

LESSON VII. 

THE CLEANSING OF FABRICS. 

1. How should soiled clothes be separated to prepare for 
laundering? What should be the care of the clothes hamper? 



188 COURSE OF STUDY 

1. Discuss fully the equipment required for successful laun- 
dering. What is the difference between "hard" and "soft" water? 
How may water be softened? 

3. What sort of soap should be used for cotton goods? for 
woolen ? When should suds only be used ? How are laces washed ? 
Flannels ? 

4. Describe fully the process of washing, of rinsing, of boil- 
ing, of blueing, of starching and of hanging clothes. 

5. Describe the ironing of plain and of starched clothes, 
folding, and drying them. Speak of the necessity of mending 
them before they are put away. 

6. Discuss laundry appliances, clothes washers, clothes 
wringers, electric irons, dryers. 

7. How should clothes be cared for between seasons? Dis- 
cuss the pressing of clothes. How are silks and velvets renovated? 

8. Discuss the use of gasoline as a cleaning fluid. French 
chalk, magnesia and other combinations for dry cleaning. 

9. How should colored clothes be cared for before launder- 
ing? How are ink, grass, blood, rust, coffee, oil, and fruit stains 
removed? 

10. Practical demonstration and lesson assignment. 

LESSON VIII. 

HOUSE-KEEPING. 

1. Draw a plan of an ideal home. Make notes of color 
schemes, wall covering, furnishing, hangings, pictures. 

2. Describe fully the process of sweeping and dusting, of 
mopping and waxing floors, of oiling furniture. 

3. How should windows and woodwork be cleaned? Wliat 
is a vacuum cleaner? 

4. How should a bed be furnished? How made up? 

5. Discuss economical ways of heating. The proper venti- 
lation of a home. Sanitary plumbing. 

6. How should disinfecting be done? 

7. Plow should a linen closet be equipped? How cared for? 

8. How should winter clothes be cared for when laid away 
during the warm months? 

9. How may moths be eradicated? How may flies and mos- 
quitoes be kept out of the house? 

10. Make a schedule of a housewife's work for a week. 



COURSE OF STUDY 189 

LESSON IX. 

SEWING IN THE LOWEE GRADES. 

1. Discuss this matter ' fully. 

2. Prepare a working outline of a 5'ear's work, including 
such things as weaving paper mats, sewing cards, knitting on 
spools, weaving worsted rugs, sewing rags for rag rugs, knotting 
twine, crocheting simple chain stitch. 

3. How may little folks be taught neatness and precision 
without injury to the eyes or the nerves? At this period of life, 
only the larger muscles of the body should be brought into use. 
Permanent injury may be done by placing too great a strain on 
the finer nerves and muscles. , 

4. What kind of elementary hand work may be taught as a 
preparation for sewing? 

5. Discuss the benefits to be derived from paper folding, 
cutting, tearing, pasting, original designs. 

6. How much cardboard construction may be taught in these 
grades ? 

7. Eafiia and reed weaving. 

8. Practical demonstration of constructive work. 

LESSON X. 

SEWING IN INTERMEDIATE GRADES. ■ 

1. Discuss the teaching of sewing in the intermediate grades. 

3. Prepare a working outline of a year's work, considering 
such things as: a sampler of simple stitches, bedding for a doll's 
bed, doll's clothes, work bag, apron, dust cap, dust cloth, dish 
towel, broom bag, laundry bag. 

3. This work may be co-related with elementary hand work 
in such matters as cutting, measuring, folding hems, drawing 
threads in coarse canvas, tracing patterns and designs for simple 
embroidery, pricking patterns for stamping. 

4. How may originality and individuality be developed? 

5. Eaffia weaving and elementary basket work. Discuss fully. 

6. Intermediate work in cardboard construction. Discuss 
fully. 

7. Stenciling, brass, iron, leather work, designing, lettering. 

8. Let the teacher bring examples of elementary construc- 
tive work to the class and discuss their manufacture. 

10. Lesson assignment. 



190 COURSE OF STUDY 

LESSON XI. 

SEWING IN THE HIGHER GEADES. 

1. Prepare a working outline "for a year's work in these 
grades, considering the following: household linens such as hem- 
ming table cloths, napkins, towels, making dresser scarf, stand 
cover, sofa pillow cover, sheets, pillow cases; lingerie, such as cor- 
set cover, night gown, combination suit, petticoat, house dress, 
shirt waist, commencement dress. 

2. How should lace insertion be set into fine white material? 

3. Speak of methods of finishing lingerie, seams, fastenings, 
beading, trimming. 

LESSOK XII. 

FANCY V70RK. 

1. To what extent should fancy work be taught in the pub- 
lic schools? 

2. Is there danger of pupils overdoing this branch of handi- 
work ? 

3. Discuss the teaching of advanced constructive work, book- 
binding, leather tooling, basketry, clay modeling, lettering py- 
rography, brass work, jewelry making. 

4. Hold an exhibit of handiwork. 



SUGGESTIONS 
TO INSTITUTE WORKERS 



We would emphasize the fact that the courses in the Manual 
are to be followed closely. Some institute workers are inclined to 
TALK TOO MUCH. They fail to realize that the institute is a 
model school, and that the best instructor is the one who uses 
only a few words in getting the class members to make full reci- 
tations. Careful preparation should be made daily by the in- 
structor or conductor, clear lesson assignments should be made, 
every member of the class should be required to present his work 
in good form, the art of questioning should be given close attention ; 
in fact, the daily class work should be such as is found in the 
critic departments of a normal school. The questions given in 
the examinations held at the close of the institute are to be based 
on the outlines of the Manual, and the instructor cannot afford to 
sacrifice any time from the daily program all of which is to be 
given to the outlines presented. 

ISTote the following: 

Assign permanent seats. 

Prepare a daily register. 

Insist upon punctuality and regular attendance. 

Make the opening and general exercises interesting. 

Sing often. 

Adhere to good form in class movements. 

Study the framing of your questions. 

Secure well formed answers. 

Hold each class member responsible for each lesson assigned. 

Have all blanks for information promptly and properly filled. 

If you must put off some question until tomorrow, be iSure to 
bring it up. 

Don't "lecture" except at some evening meeting or after hours. 

Give the full time of the daily program to the work of the 
outline. 

In all third grade classes, give special attention to subject 
matter, but emphasize method in reading (combination of word, 
sentence and phonetic.) Discourage the use of the alphabet 
method. 



192 COURSE OF STUDY 

At the close of the institute, reorganize the County Educa- 
tional Association, and set the date for the first meeting. See 
that a wise program committee is selected. 



INSTITUTE DAILY PEOGEAMS (Suggestive) 
Four Weel's' Institute. 

ONE INSTRUCTOR. 

8:00 — 9:00 Arithmetic. 

9 :00 — 9 :45 Grammar. 

9 :45— 10 :30 Geography. 
10 :30— 10 :45 Eecess. 

10 :45— 11 :30 School Management, or Study Period and Indi- 
vidual Help. 

11:30 — 12:00 Spelling and Penmanship. 
12:00 1:15 I^oon. 

1:15— 2:00 Physiology. 

2 :00 — 2 :30 Agriculture, Domestic Science, Manual Training,. 

Drawing, Music. 
2:30 — 3:15 Eeading. 

Special work in increasing vocabulary. 

3 :15 — 4 :00 Special help for next day. 

]Sr. B. — ^^The four weeks' institute is in reality a summer school, 
and every possible help should be given the applicants. Conduct 
a model school. By example, teach school management, lesson as- 
signments, how to study best recitation methods, etc. Devote three 
days each week to Agriculture, Domestic Science and Manual 
Training, and two days to Music and Drawing. 

Tivo Weeks' Institute. 

ONE INSTRUCTOR. 

Note. — All teachers together in all classes. Third grade ap- 
plicants should attend classes in History, Pedagogy, Psychology, 
etc., with first and second grade teachers. 

Teachers are accustomed to the two-session plan and will or- 
dinarily do better work than when required to begin work at 
seven o'clock in the forenoon and continue till nearly one o'clock. 
For this reason the divided session is suggested. Of course, if 
teachers and conductors prefer the one-session plan, they may 
adopt it. 



COURSE OF STUDY 198 



PORENOON. 



8:15 — 8:30 General Exercises. 

8:30— 9:00 Arithmetic. 

9:00 — 9:30 Grammar. 

9 :30— 10 :00 Geography. 

10:00 — 10:15 Optional Subject, or Eecess. 

10:15—10:45 Eeading. 

10 :4o— 11 :15 Physiology. 

11 :15 — 11 :45 History and Civics, including History and Civics 
of ISTew Mexico. 

AFTERNOON". 

1 :15 — 1 :45 Pedagogy and School Management. 
1:45 — 2:15 Spelling and Penmanship. 
2:15— 2:45 Psychology. 

2 :45 — 3 :15 Agriculture, "Domestic Science, Manual Training. 
Music and Drawing. 

Two 'W&elis' Institute. 

TV70 INSTRUCTORS. 

Note. — First and second grade applicants together. Third 
grade applicants by themselves, but they should attend afternoon 
classes for obvious reasons. 

Instructor A Instructor B 

8:00 — 8:40 Arithmetic (1st and 2nd) Arithmetic (3rd) 

8:40 — 9:20 Grammar (1st and 2nd) Grammar (3rd) 

9:20 — 10:00 Geography (1st and 2nd) Geography (3rd) 
10:00 — 10:15 Special Subject or Eecess. 

10:15—10:55 Eeading (1st and 2nd) Eeading (3rd) 

10:55 — 11:25 Spelling and Spelling and 

Penmanship (1st and 2nd) Penmanship (3rd) 

11:25—12:00 Physiology (1st and 2nd) Physiology (3rd) 



194 COURSE OF STUDY 

APTEENOON. 



1:15— 


1:30 


General Exercises. 




1 :30— 


2:10 


History. 




3:10— 


2:50 


Pedagogy 


School Management 


3:50— 


3:30 




Psychology 


3 :30— 


4:10 


Agriculture, Domestic 
Music and Drawing. 


Science, Manual Training. 


4:10— 


4:30 




Civics 



N. B. — Of course, an exchange of subjects may be advisable 
in many cases on account of special preparation of one of the in- 
structors, in certain branches. 



CERTIFICATION OF TEACHERS 



A Person May Become Legally Qualified to Teach in New Mexico 
as follows: 

I. By securing an elementary first^ second or third grade 
certificate in any one of the following ways : 

(a) By examination before the county superintendent at the 
close of the summer institute, or at other times fixed by the State 
Board of Education. 

(&) By presenting to the State Board of Education satisfac- 
tory credits from State Educational Institutions in those branches 
prescribed for the elementary certificates. 

(c) By securing endorsement by the State Board of Educa- 
tion of unexpired certificates granted in certain of the other states. 
This applies to certificates equivalent, at least, to our elementary 
first grade certificate. Certificates of first grade or better from 
ISTebraska, Kansas, Oklahoma, Wyoming, Minnesota, Michigan, 
Missouri, Wisconsin and Washington may be recognized. Appli- 
cants with certificates from states not in this list must stand ex- 
amination or submit credits from schools attended. 

(d) By completing specified courses in specified schools. (At 
present there is no list of accredited schools except that graduates 
of the California State Normal schools may be granted first grade 
elementary certificates.) 

(e) By graduating from the full course at St. Michael's 
College. 

(/) (Certificates can be granted on credits only when credits 
offered are equivalent to good four-year high school course and 
when credits include physiology, pedagogy, psychology, TJ. S. his- 
tory, TJ. S. civics. New Mexico history and civics, and one of the 
industrial branches.) 

II. By securing professional certificates (three year, five 
year, or life) from the State Board of Education in one of the fol- 
lowing ways: 

(a) By satisfactory examination before the State Board of 
Education in subjects hereinafter named. 

(b) By securing the endorsement by the State Board of Edu- 
cation of certificates granted in certain states, provided conditions 
in prescribed subjects are met. (See (c) under I.) 



196 COURSE OF STUDY 

(c) By presenting to the State Board of Education satisfac- 
tory credits from approved educational institutions in the United 
States. The good standing of such institutions, if unknown, shall 
be certified by the superintendent of public instruction or presi- 
dent of state university of state in which institution is located. 
Application blanks and blanks for transcript of credits will be 
sent upon request. Transcripts must be certified by authorized 
persons in school attended. 

III. By securing a permit to teach from the county superin- 
tendent or the Superintendent of Public Instruction. These are 
issued to meet emergencies only and expire on the date of the next 
regular examination of teachers. They may not be issued to per- 
sons who failed at the preceding examinations. 

IV. By meeting the requirements specified by city boards of 
education. . Each incorporated city is a law unto itself in the mat- 
ter of certificating its teachers, but certificates issued by a city 
board are legal only in the city where issued. Teachers in high 
schools, and teachers of special branches, such as art and music,, 
obtain their certificates as other city teachers do. 

All certificates must be secured from the State Department 
of Education, Santa Fe, New Mexico, except that the boards of 
education of the incorporated cities of Albuquerque, Clovis, E. 
Las Vegas, Eaton, Eoswell, Santa Ee and Tucumcari may, if they 
wish, issue certificates good in their respective cities. 

(ISTote: Certificates can not be issued on diplomas alone.) 

In addition to the foregoing, it is necessary, in order that 
one draw public money for services as teacher, to present a certifi- 
cate of attendance upon the annual institute or an approved sum- 
mer school or to present an accepted excuse for non-attendance. 
Satisfactory institute attendance consists of full ten days, at least 
four subjects each day, with work approved by the institute con- 
ductor and the county superintendent. . Holders of elementary 
first grade or higher certificates Avho attend a summer session of 
eight weeks at either of the State Normal schools may be excused 
from institute attendance the succeeding year. Holders of life 
certificates must attend an institute at least once in every three 
year period beginning with 1914. A health certificate, showing 
that the applicant is free from, tuberculosis, is also required. No 
certificate will be issued or delivered to a non-resident. All cer- 
tificates will be dated September first. The minimum age for 



COURSE OF STUDY 197 

teachers is (18) eighteen years. For any elementary certificate 
a fee of ($1.00) one dollar is required nnless applicant has paid 
an examination fee of $1.00 during the year. Fees for profes- 
sional certificates are required as indicated. 

ELEMENTAEY CEETIFICATES 

Candidates for third grade certificates shall be examined in 
the following branches : Reading, Penmanship, Orthography, 
Geograph}'-, English Grammar and Composition, Arithmetic and 
Physiology. Third grade certificates are recognized for one year 
in any count}'' in the state, and are granted on lower percentages 
(average 60; minimnm 50) than are required for second grade 
certificates. After the first third grade certificate, applicants for 
such certificate must do the Reading Circle work required for third 
grade certificate teachers. (See page 202.) A fee of one dollar 
($1.00) is required of each applicant in an examination for a 
third grade certificate. 

Candidates for second grade certificates shall be examined in 
the following branches : Reading, Penmanship, Orthography, Eng- 
lish Grammar and Composition, Geography, Arithmetic, Physi- 
ology, United States History, Civics, New Mexico History and 
Civics, Elementary Course in Teaching and School Management, 
and one of the following^: Agriculture, Domestic Science (includ- 
ing cooking and sewing), Manual Training. An applicant to be 
entitled to a second grade certificate must obtain a general aver- 
age as high as 75 per cent, Avith no grade in any one branch loAver 
than 50 per cent. Second grade certificates are recognized for two 
years in any county in the state. Standings of 90 per cent or 
more in subjects on an unexpired second grade certificate may be 
accepted in granting a first grade certificate. 

The laAV fixes a maximum salary for holders of permits and 
third grade certificates at fifty dollars; for holders of second grade, 
seventy-five dollars. 

Candidates for a first grade certificate shall be examined in 
Reading, Penmanship, Orthography, English Grammar and Com- 
position, Geography, Arithmetic, Physiology, United States His- 
tory, Civil Government, New Mexico History and Civics, the Ele- 
ments of Pedagogy — comprising a knowledge of School Manage- 
ment and Theory and Practice of Teaching; Elementary Applied 
Psychology, one of the following branches : Elementary Algebra, 



198 COURSE OF STUDY 

Elementary Botany, Elementary Zoology, Elementary Physics, or 
Elementary Bookkeeping; and one of the following: Agriculture, 
Domestic Science (including cooking and sewing), Manual Train- 
ing. A commercial subject may be accepted in lieu of industrial 
subject for a first grade certificate to be used in a commercial 
school. To entitle the applicant to said first grade certificate he 
must receive a general average as high as 90 per cent, with no 
grade in any one branch lower than 75 per cent. These certifi- 
cates are recognized for three years throughout the state, and at 
the discretion of the county superintendent and upon approval 
by the State Superintendent of Public Instruction, may be re- 
newed once, if presented before the date of expiration, and pro- 
vided the applicant has met the Eeading Circle requirements. 
(See page 202.) 

Candidates for the first and second grade certificates shall be 
examined upon the same sets of questions in so far as the subjects 
are the same: A fee of one dollar ($1.00) is required of each 
applicant in a second or first grade examination. 

Elementary and professional certificates of other states of a 
standard equivalent to that prescribed for a certificate issued by 
this Board not lower than an elementary first grade, may be en- 
dorsed by the Superintendent of Public Instruction as an elemen- 
tary first grade certificate, limited to one year (See (/) under 
I, however), provided that the applicant shows satisfactory credit 
or examination grades in TJ, S. History, U. S. Civics, New Mexico 
History and Civics, Physiology, one of the industrial subjects. 
Pedagogy and Psychology. Such one year certificates may be ex- 
tended two years by the State Superintendent of Public Instruc- 
tion upon receipt of satisfactory evidence of one year's successful 
teaching, and may be renewed in the same manner as elementary 
first grade certificates secured on examination. 

Students who complete the Eural School Departments in the 
State Normal Schools or graduates from the Eighth Grades in 
State Normal Schools who meet the same requirements as students 
who complete the work of the Eural School Departments may be 
granted second grade elementary certificates. 

Credits from educational institutions may be honored in build- 
ing for a professional certificate or for a first grade elementary 
certificate, but not for second and third grade certificates. 

A fee of $1.00 is required for elementary first grade certifi- 
cates issued on certificates from other states or on credits or for 
extension or renewal of elementary first grade certificates. 



COURSE OF STUDY 199 

PEOFESSIONAI. CEETIFICATES. 

In the administration of the law concerning the granting of 
professional certificates, the State Board of Education makes its 
own rules. The following are the present rules: 

Three grades of professional certificates are granted: One 
for three years^ one for five years, and one for life. All credit? 
offered must be of high school or higher standard. A fee of one 
dollar ($1.00) is charged the applicant for each examination; sev- 
eral subjects may be taken consecutively at each examination. 

A professional three year certificate may be granted to a can- 
didate presenting any five credits (a credit shall consist of five 
forty-five minute recitations a week for a period of thirty-six 
weeks, or its equivalent), named in Group II following, and all 
credits named in Group I, except "Observation (Yq), Practice 

After three years of successful experience, the holder of a 
professional three year certificate may be granted a professional 
five-year certificate. 

A person who has all the credits in Group I, following, and 
any five credits selected from Group II, shall be considered as 
having, the legal qualifications for a professional five-year cer- 
tificate. 

Eive-5'ear certificates which are not extensions of three-year 
professional certificates may be renewed for three years, 

Twenty-seven school months of four weeks each of success- 
ful teaching will be accepted in lieu of the half year of observation 
and the one year of practice teaching specified in Group I. 

Equivalents of like kind will be accepted for any subject in 
either group except the subjects in italics. 

On presentation of four credits in addition to those upon 
which the five-year certificates are granted, approved by the State 
Board of Education, a holder of a professional five-year certifi- 
cate, after five years of successful experience, may be granted a 
professional life certificate. 

A fee of three dollars ($3.00) is charged for the three-year 
certificate, five dollars ($5.00) for five-year certificate, and ten 
dollars ($10.00) for the life certificate. 

Do not remit until after having received notice of favorable 
action on your application. 



200 COURSE OF STUDY 

GROUP I. 

Arithmetic Review (%);, Geometry, Plane or Plane and Solid 
(1), Zoology (%), Algebra (1), English Grammar Review (%)? 
Composition and Ehetoric (1), History of English Literature and 
English and American Classics (2), United States History, in- 
cluding New Mexico History (%), Civics, including New Mexico 
Civics, (^2)? General History (1), Physiology and Hygiene (i/^), 
Botany (^A), Physical Geography (%), Industrial Subject {Ag- 
riculture, Manual Training, Domestic Science, Commercial Branch 
(Vo), Psychology (1), History of Education, including a General 
Knowledge of the following school systems : the German, the 
French, the United States, and the New Mexico (1/2), School 
Management (%), Principles of Education (^2)^ Special Methods 
in Reading, Geography. Language, Spelling and Primary Arith- 
metic {!),. Observation {^2), Practice (1). Practice teaching 
should be construed to mean actual teaching in an eleinentary 
school under the supervision of a critic teacher. If New Mexico 
History and Civics are not included in United States History and 
Civics, applicants must present New Mexico History and Civics 
(1/2)- All professional subjects must be of college rank, 

GEOUP II. 

Latin (2), (3), or (4), Spanish (2), Greek (2), German (2), 
Trigonometry (1/2), Sociology (V2). Ethics (1/2), Geology (i/4). 
Astronomy (%)? Commercial Law (%), English History (1/2), 
Chemistry (1), Bookkeeping (1/2), Phj^sics (1), Calculus (%), 
Electives. 

The sum of credits in the professional studies for a state pro- 
fessional certificate shall not be less than five (5) units, distrilm- 
ted respectively as follows: Psychology 1 unit, History of Edu- 
cation 1/2 unit. School Management and Supervision 1/2 unit, 
Principles of Education % unit. Special Methods 1 unit. Obser- 
vation and Practice 11/2 units. (Twenty-seven months' success- 
ful teaching shall be accepted in lieu of Observation and Practice, 
^^> units.) No credit shall be counted in Ps5^chology for less than 
18 weeks. In other professional subjects no credit shall be ac- 
cepted for less than 12 weeks. When the total credits in profes- 
sional subjects do not equal 5 units, the Board of Education re- 
serves the right to designate in what particular subject or sub- 
jects the candidate shall make his or her additional credits in 
order to meet these requirements. Substitutions for any subject 



COURSE OF STUDY 201 

must be of like kind: Mathematics for Mathematics, History for 
flistory, Science for Science, but there shall be no substitution 
for Arithmetic Eeview % unit, Grammar Eeview % unit, Eng- 
lish 3 nnits. Physiology and Hygiene % unit, Civics % unit, 
"United States History i/o unit, New Mexico History and Civics 
y2 unit, industrial subject % unit. 

The minimum educational requirements for teachers in a 
high school shall be graduation from the New Mexico Normal 
School or from the Normal University or the completion of work 
equivalent to that required for graduation from these schools. 
This requirement may be waived temporarily by the State Super- 
intendent of Public Instruction in cases where teachers have mani- 
fest qualifications for the position. 

Credits not to exceed 1% units for work done in New Mex- 
ico Normal Summer Schools shall be accepted for professional 
certificates with the same value as is given to such credit toward 
graduation in said institutions; provided said credits shall be 
earned by an attendance of not less than eight consecutive weeks. 
The State Board of Education may allow credit for additional 
subjects. 

Graduates of the University of New Mexico having 120 hours 
to their credit, including 30 hours in Psj'chology and Education, 
shall after 27 months of experience receive a five-year professional 
•certificate, provided they have had all subjects required by law. 

Satisfactory standings in not to exceed four subjects from 
the State Normal Summer Sochols may be accepted for any grade 
of elementary certificate, provided such standings are secured as 
a result of pursuing a course for at least eight weeks in each 
subject. 

Elementary first grade certificates when granted on credits 
from educational institutions shall be granted for one year only, 
•except when application is accompanied by satisfactory evidence 
of one year of successful teaching. When application is accom- 
panied by such evidence, such first grade certificates for three 
5''ears, renewable, may be granted on credits by the State Board of 
Education. One 3^ear elementary first grade certificates granted 
on cedits may be extended two years and renewed in the same 
manner as such first grade certificates granted on examination. 

Credits will be allowed for correspondence work done with 
educational institutions in the state, but for elementary certifi- 
cates such credits are limited to three units or their equivalent. 



202 COURSE OF STUDY 

Grades secured from the ISTormal Summer Schools can be 
used only once on the same grade of certificate of third or second 
grade elementary rank. 

Business College Certificate may he granted on same subjects 
and percentages as elementary first grade certificate, and in ad- 
dition all branches found in any one of the full courses of a 
standard business college. The fee for such a certificate is $1.00. 

Elementary first grade certificates for one year may be is- 
sued upon credits when the applicant shows the completion of a 
good four-year high school course or its equivalent covering at 
least 15 units, one unit being a subject pursued 36 weeks, five 
40-minute recitations per week or 32 weeks, five 45-minute reci- 
tations per week, including Physiology, U. S. History and Civics, 
New Mexico History and Civics, and Industrial Subject (Agri- 
culture, Domestic Science, Manual Training), Pedagogy and Psy- 
chology. When applicants offer satisfactory credits in first grade 
certificate subjects after pursuing these subjects for at least eigh- 
teen weeks in advance of the eighth grade, the department may 
accept their grades made in these subjects in educational insti- 
tutions, to be combined with grades made in other objects re- 
quired for first grade certificates in the regular examination. It 
is permitted to substitute Physical Geography for Geography, Elo- 
cution for Eeading and Commercial Arithmetic for Arithmetic. 

One or two points may be added to the general average in 
an examination for elementary certificates for satisfactory ex- 
aminations in one or two industrial subjects, but no snch credit 
shall be given for the industrial subject offered as the required 
branch. 

READING CIRCLE WORK. 

The following are the books required in the New Mexico 
Teachers' Reading Circle course for the school year 1915-16 : 

I. For teachers with first grade elementary or professional 
certificates : 

(a) "Sociology and Modern Social Problems," price 

$1.00. American Book Company, Chicago. 
(h) "The Rural School — Its Methods and Manage- 
ment," price $1.00. Silver Burdette & Co., Chi- 
cago. 



COURSE OF STUDY 203 

II. For teachers with, second and third grade elementary cer- 
tificates : 

(a) "Everyday Pedagogy," price $1.00. Ginn and 

Company, Chicago. 
(&) "Rural Life and the Eural School," price 80 cts. 
American Book Company, Chicago. 

Any or all of these books may be secured from Chas. Ilfeld 
Company, Albuquerque, N".. M., at price stated above. This com- 
pany will have these books on hand at all times and teachers 
should secure such as they need at once, so that it will be pos- 
sible to be thoroughly prepared before another institute and ex- 
amination season. 

It should be borne in mind that teachers holding first grade 
certificates are required to read the books prescribed for such 
teachers for three years covered by their certificates before the}^ 
can secure renewals. Teachers holding third grade certificates 
must read the books prescribed for second grade and third grade 
certificate teachers or they cannot secure another third grade cer- 
tificate. For all teachers, one point will be added to the general 
average for each book read, not exceeding two points, in any ex- 
amination. 

Reading Circle work may be secured only by taking examin- 
ations on books of the course and having papers graded under the 
same conditions as examinations are held and papers graded for 
teachers' certificates, 50 per cent being required for third grade 
teachers, GO per cent for second grade, and 75 per cent for higher 
grade certificates. Teachers giving evidence of professional study 
in any year satisfactory to the State Superintendent, may be ex- 
cused from the Reading Circle requirements for that year. 

Write for complete statement concerning Reading Circle work 
to Rupert F. Asplund, Secretary, Santa Fe, N. M. 



RULES FOR CONDUCTING COUNTY 
EXAMINATIONS 



1. Examinations shall be held on Friday and Saturday, at 
the close of the institute, June 16 and 17, June 30 and July 1, 
July 14 and 15, and July 28 and 29, and on some date in the 
fall to be fixed by the State Board of Education. Each applicant 
before beginning to write on the subjects, in which examinations 
are held upon dates fixed by the State Board of Education, shall 
pay One Dollar to the County Superintendent or to the Super- 
visor of the Examination, regardless of the number of subjects 
taken. Applicant should secure receipt for the fee paid. 

2. Promptly at the time set in the program for the begin- 
ning of the examination in each subject, the County Superin- 
tendent shall announce the subject of examinations and the time 
to be devoted to it. Thereupon he shall open the proper sealed 
package of questions and distribute one list to each person to be 
examined. 

3. Promptly at the close of the time allowed to the examin- 
ation in any subject, the County Superintendent shall collect all 
papers and immediately seal them preparatory to mailing as di- 
rected by the Superintendent of Public Instruction. If no in- 
structions are sent, the County Superintendent will send them 
to the State Departm_ent of Education, Santa Fe. 

4. During the examination the candidates shall be seated 
as far apart as possible and they shall not be allowed to communi- 
cate with each other; furthermore, there shall be no comment or 
explanation by any one as to the meaning of the questions. 

5. After having begun to write on a list of questions the 
examinee must finish the list before intermission or before tak- 
ing up another list. 

6. At the head of each list the maximum of time to be al- 
lowed to each subject appears, and in no case shall additional 
time be allowed. 

7. The County Superintendent shall furnish each examinee 
•at the opening of the examination with a copy of these rules which 
must be followed implicitly. 



COURSE OF STUDY 205- 

EXAMINATION PROGRAM. (SuggesUve) 

Friday — 

7 :30— 9 :00 Arithmetic _.A11 Grades 

9 :00— 10:15 Geography All Grades 

10 :15— 11 :30 Physiology All Grades 

11 :30— 12:15 Orthography All Grades 

12:15— 1:30 Noon. 

1 :30— 2 :00 Penmanship _ All Grades 

2 :00— 3 :30 Grammar All Grades 

3 :30— 4 :30 Eeading _.A11 Grades 

Saturday — 
7:30— 8:45 U. S. Hi?tory '. First and Second Grades 

8 :45 — 10 :15 School Management and 

Pedagogy First and Second Grades 

11:30—12:15 History and Civics of 

New Mexico 
12:15— 1:00 Noon 

1 :00 — 2 :30 Industrial Branch First and Second Grades 

1:30- 4:00 Psychology First Grade 

4 :00— 5 :30 Optional Subject First Grade 

Reading Circle examinations may be held on Thursday after- 
noon or at some other suitable time. 

RULINGS CONCERNING EXAMINATION PRIVILEGES. 

1. The holder of an unexpired second grade certificate may 
build for a county first grade certificate by taking examinations 
in subjects recorded on the county second grade certificates in 
which the standings are lower than ninety per cent. (School Man- 
agement not considered.) These examinations need not all be^ 
taken at one time. The examinee is privileged to write a por- 
tion of the required subjects at any one of several examinations 
held during the life of the second grade certificate. 

(Tn the last examination when requirements are to be com- 
pleted for first grade certificate, applicant should take examina- 
tion in all subjects required for second grade certificate; otherwise 
if he should fail to make the necessary average and minimum for 
first grade certificate, he may be left without any certificate.) 

2. A teacher attending the county institute and taking the 
examination and failing, may take the examination in October 
and have the best grades combined. A teacher wishing to attend 
any other examination and having grades combined must attend 



206 COURSE OF STUDY 

the full ten days' institute in each county where examination is 
taken; provided that any person may attend any or all examina- 
tions during one institute period including the October examina- 
tion and may have all grades made, equalling the average or over 
of the certificate for which he applied. 

No grades may be carried from one institute season to an- 
other or from the midwinter examinations, except 90's in build- 
ing for a first grade certificate. 

3. Applicants Avho write for second grade certificates but 
fail to secure same because of low standings in certain subjects, 
may be allowed the privilege of rewriting in those subjects in 
which the standings are lower than seventy-five per cent; and pro- 
vided, further, that the rewriting take place during the institute 
season, June to September. No grades may be carried forward 
from the winter examination. 

4. Applicants for third grade certificates failing to secure 
such certificates because of low standings shall be required to re- 
write on all subjects required for such license. 

6. Not to exceed two points may be added to the general 
average for any grade of certificate for Eeading Circle work and 
the same credit may be given for satisfactory examinations in in- 
dustrial branches, but when a grade in one industrial subject is 
offered for an optional subject for a first grade certificate, no 
credit shall be given for that subject on the general average. 

7. The optional subjects are: (1) Algebra, Botany, Zo- 
ology, Bookkeeping, Physics; (2) Manual Training, Domestic Sci- 
ence and Agriculture. One subject is required in each group for 
first grade certificate. One subject in Group 2 is required for 
second grade certificate. 

INSTEUCTIONS TO EXAMINEE. 

1. Applicants writing for certificates should write name and 
postoffice address as well as name of subject and grade of certifi- 
cate sought on the first page of each paper. 

2. Writer's name and name of subject should appear on 
each separate sheet used to avoid possibility of loss. 

3. Pages should be numbered consecutively. Questions may 
be answered in any order, but each answer should be numbered 
as the corresponding question. 

4. If double sheets of paper are used it will be more con- 
venient for the reader if such sheets are cut in two. 



COURSE OP STUDY 207 

5. Write on only one side of the sheet. Use pencil or pen 
and inlc, 

6. Use paper of uniform size, preferably legal cap, or fools- 
cap. 

SPECIAL NOTICE. 

7. (a) On all your work in this examination, do not at- 
tempt to answer any more questions than may be required on each 
subject. Extras will not be graded. 

(&) If you desire that your papers be given the full value 
which they may indicate, it is absolutely necessary that you sit 
far enough away from any other applicant to prevent copying, or 
the securing of information from your papers. PROTECT YOUE 
PAPERS OR STAND THE CONSEQUENCES. If you need 
more room ask the County Superintendent or Examiner for it. 

(c) Turn over each sheet as soon as you finish it. 

(d) Permit no one to talk to you. Permit no one to see 
your papers. 

(e) The Examiner should send from the room an appli- 
cant who engages in any unfairness. 

INSTEUCTIONS FOR PACKING PAPEKS. 

1. Place papers written on each subject together, being care- 
ful to keep third grade papers separate from first and second 
grade subjects. Pack all papers flat. 

2. Do not place any other papers in package with answers 
to examination questions. 

3. Please forward all other papers of whatever kind to the 
office of the Superintendent of Public Instruction, Santa Fe, New 
Mexico. 

READING CIRCLE REQUIREMENTS. 

1. No teacher who holds a third grade certificate can se- 
cure another third grade certificate without having read the books 
prescribed for holders of third grade certificates. 

2. No holder of a first grade certificate can secure a re- 
newal without having read the books prescribed for first and sec- 
ond grade teachers for the three years previous to renewal. 



208 COURSE OP STUDY 

3. One per cent for each book read will be added to the 
general average secured by any teacher in her next examination 
for teacher's certificate, not to exceed two per cent. 

Those teachers who are required to do the Reading Circle 
work and those desiring credit for such work must take examina- 
tion on Eeading Circle books under same conditions as in regu- 
lar examination for teacher's certificates. No fee is required for 
examinations on Eeading Circle books. 



ADOPTED TEXT BOOKS 



The following list indicates the text books that have been 

adopted for use in the first eight grades of the public schools for 

New Mexico during the six-j^ear period beginning June 15, 1915. 

LANGUAGE AND GRAMMAR— 

Retail Exchange 
Price Price 

**Arnold's With Pencil and Pen (G) .27 

Eeed's Introductory Language Work (CEM)... .40 .20 
Scott- Southworth's Lessons in English, 

Book I (BHS) : .34 .17 

Book II (BHS) ; 48 .24 

PHYSIOLOGY— 

Davison's Health Lessons — 

Book I (ABC) :......: 35 .19 

Book II (ABC) 60 .33 

DOMESTIC SCIENCE— 

Morris' Household Science and Arts (ABC) 65 

PENMANSHIP— 

Zaner Method Writing Practice Books, 

Nos. 1 to 8 (ZB) 06 

Zaner Method Writing Compendiums. 

Nos. 1 to 8 (ZB) 05 

'■"Zaner Method Writing Manuals, 

free to teachers (ZB) : ■ 

DRAWING— 

Graphic Drawing Books — 

Nos. 1 to 4 (P) ..: .......:... :. .IS 

Nos. 5 to 8 (P) ....; ..;.;..; .18* 

GEOGRAPHY— 

Tarr-McMurry's New Geography- 
First Book (M) 65 -.39 : 

Second Book (M) 1.10 .^6 

ARITHMETIC— 

*Van Amburgh's Pirst Days in Numbers (SB) .25. 
,<Went"\jKprth-Smith's — ('?V.- :V;:?i 

;;:, J^)9W Elenicntary Arijbinetic. (G ).,........ 35 .21 

Complete Arithmetic (G) 60 .36 



210 COURSE OF STUDY 

Retail Exchange 
Price Price 

READING— 

'The Riverside Primer (HM)...„ _ 30 .15 

*Free and Treadwell's Eeading-Literature, 

Primer (EP) _.._. .30 

*The Blodgett Primer (G) .35 

*White and Fillmore's The Stor}^ Eeader 

Primer (WBC) _ _ .30 

*The Wooster Primer (W) 25 

Brooks's Eeaders — 

First Year (ABC) 25 

Second Year (ABC) 35 

' Third Year (ABC) „ „ 40 

Fourth Year (ABC) 40 

Fifth Year (ABC) 40 

*Evans and Duncan's Farm Life Eeaders — 

Book Four (SB) 40 

Book Five (SB) -- _ 45 

Searson and Martin's Studies in Eeading — 

Sixth Grade (U) 45 .23 

Seventh Grade (U) - 50 .25 

Eighth Grade (U) _ 50 .25 

*Free and Treadwell's Eeading-Literature — 

First Eeader (EP) 35 .22 

Second Eeader (EP) 40 .24 

Third Eeader (EP) 45 .27 

Fourth Eeader (EP) 50 .30 

Fifth Eeader (EP) 55 .33 

Sixth Eeader (EP) ' .60 .36 

Seventh Eeader (EP) 60 . .36 

Eighth Eeader (EP) 60 .36 

* Searson and Martin's Studies in Eeading, 

Fifth Grade (U) 45 

ORTHOGRAPHY— 

Seed's Primary Speller (CEM) 19 

Seed's Word Lessons (CEM) 22 

UNITED STATES HISTORY— 

Mace's Primary History (EM) 60 .39 

School History (EM) 90 .60 



COURSE OF STUDY 211 



Retail Exchange 
Price Price 
CIVJL GOVERNMENT— 

Eeinseh's Civil Government (BHS) 70 .35 

Robert's History and Civics of ISFew Mexico 

( CI ) :..- - 1 .00 

AGRICULTURE— 

Burkett, Stevens and Hill's Agriculture for 

Beginners (G) 75 

SPANISH— 

**Cyr's Libro Primero de Lectura (G)..: 40 

**Mantilla's Libro Segundo (ABC) 50 

MANUAL training- 
Fox's Practical Woodwork (F) 60 

dictionaries— WEBSTER'S— 

Shorter School Dictionary (ABC) 60 .36 

Elementary School Dictionary (ABC) „...„ 90 .54 

Secondary School Dictionary (ABC) 1.50 .90 

Collegiate Dictionary, Sheep (ABC) 4.00 

Collegiate Dictionary, Cloth (ABC) 3.00 

New International Dictionary, indexed 

(ABC) - 12.00 

To Schools, f. 0. b. Albuquerque 10.80 

In addition to the foregoing, school districts desiring to do 
so may use The Phonetic Method of Teaching Reading, published 
by Ginn and Company, and O'Shea and Eichman's Composition 
by Grades, Books 3-8, published by Chas. E. Merrill Company. 
Attention is also called to the fact that the State Board has re- 
commended the Zaner Spelling Tablets and Writing Materials. 

Books adopted for supplementary use are designated by an asterisk 

(*) 
Books from unexpired adoptions by double asterisk (**) 
Names of Publishers are designated by initials, as follows : 



212 



COURSE OF STUDY 



PUBLISHERS 



(ABC 

(BTIS 

(CEM 

(G 

(HM 

(CI 

(M 

(P 

(EM 

(EP 

(SB 

(U 

(W 

(ZB 

(WBC 

(F 



American Book Compan}^ Chicago, 111. 
Benjamin H. Sanborn, Chicago, 111. 
Charles E. Merrill Compan}^, New York. 
Ginn and Company, Chicago, 111. 
Houghton Mifflin Company, Boston, Mass. 
Charles Ilfeld Company, Albuquerque, N. M. 
The Macmillan Compan}^, Dallas, Texas. 
The Prang Company, Chicago, 111. 
Eand-McNally Company, Chicago, 111. 
Eow, Peterson and Company, Chicago, 111. 
Silver, Burdett and Company, New York. 
University Publishing Compan}^, Lincoln, ISTeb. 
Wooster and Company, Chicago, 111. 
Zaner and Bloser, Columbus, Ohio.- 
World Book Companj^, Yonkers, N. Y. 
W. Mfelvin Fox, Belen, N. M. 



Address all inquiries concerning text book matters to the 
State Superintendent of Public Instruction, Santa Fe,' IST. M. 



ALVAF N. WHITE, 
State Superintendent of Public Instruction. 



or to 



CHAELES ILFELD COMPANY, 

Albuquerque, N. M. 
New Mexico Depository for the Publishers of Adopted Books. 



EXCHANGES 



Grape' Exchange shall be construed to mean that price which must 
be paid for a book in addition to the return of an old book of 
the same grade and subject, which price is the contract ex- 
change price set forth in this contract. 

Demotional Exchange shall be construed to mean that price 
which must be paid for a book in addition to the return of 
an old book of a higher grade on the same subject, which 
price is the contract exchange price of the new book of lower 
grade exchanged. 



COURSE OF STUDY 213 

Peomotional Exchange shall be construed to mean that price 
which must be paid for a book in addition to the return of an 
old book of a lower grade on the same subject, in which event 
the allowance for the old book shall be the same as if ex- 
changed for a book of even grade with the old book. 

The Middle West Edition of Agriculture for Beginners has been 
adopted. This edition is the same as the edition in iise ex- 
• cept that it contains 58 more pages. Teachers may secure, 
without cost, on application to Charles Ilfeld Company, Al- 
buquerque, N. M., a supplement covering the above 58 pages, 
for each copy of the edition now in use in their school. 

EXCHANGE PEEIOD EXPIEES JUNE 15, 1916 

The publishers of text hoohs are under bond to deliver to the 
purchaser any text in the foregoing list at the contract retail price 
given opposite text. These retail prices are to be stamped in the 
hoohs. 

AGENCIES 

Bernalillo County — Albuquerque. 

Chaves County — Eoswell, Hagerman, Lake Arthur, Dexter, 

Kenna. 
Colfax County — Eaton, Dawson, Cimarron, Springer, French, 

Maxwell. 
CuREY County — Clovis, Melrose, Texico. 
Dona Ana County — Las Cruces, Anthony. 
Eddy County — Artesia, Dayton, Lakewood, Carlsbad, Hope. 
Geant County — Silver City, Santa Eita, Lordsburg, Hurley. 
Guadalupe County — Santa Eosa, Vaughn, Ft. Sumner. 
Lincoln County — Carrizozo, Capitan. 
Luna County — Deming, Columbus. 
MoEA County — Wagon Mound, Watrous, Eoy, Mora. 
McKiNLEY County — Gallup. 

Oteeo County — Alamogordo, Tularosa, Cloudcroft. 
Quay County — Tucumcari, Nara Visa. 

Eio Arriba County — Espanola, Tierra Amarilla, El Eito, Chama. 
EoosEVELT County — Portales, Elida, Taiban. 
Sandoval County — Bernalillo. 
San Juan County — Aztec, Farmington. 
San Miguel County — East Las Vegas, Las Vegas. 
Santa Fe County — Santa Fe. 



214 COURSE OF STUDY 

Sierra County — Hillsboro, Elephant Butte. 

Socorro County — Socorro, Magdalena, San Marcial, MogoUon. 

Taos County — Taos, Questa. 

Torrance County — Duran, Estancia, Willard, Mountainair. 

Union County — Clayton, Folsom, Des Moines. 

Valencia County — Belen, Los Lunas. 



CIVICS OF THE UNITED STATES AND 
NEW MEXICO 



FIRST GEADE, 



Prepared by Pres. Frank H. H. Roberts, East Las Vegas. 

These lessons are taken from the Civics of New Mexico, which 
will be published early this summer. Those who wish aid or sugges- 
tions of material to read in connection with this work may write 
to the maker of this outline. Hinsdale's American Government 
is recommended for the national civics. 

The first four lessons have been put into parallel form, that 
teachers may see how nearly alike are the civics of the nation 
and state. 

LESSON I. 

1. Define government, civil government, and republic. (Is 
Albuquerque a republic?) monarchy, democracy. See dictionary 
for definitions. 

2. What are the powers of the city, state, or national gov- 
ernment ? 

3. That the teachers may understand the three powers of 
government, the following table is taken from Eoberts' Civil Gov- 
ernment of Wyoming, copyright, 1905. 



LEGISLATIVE. 

The following are 
legislative acts : 

Levying, taxes. 

Appropriating 
money. 

Declaring war. 

Deter mining the 
duties of the officers 
of the government. 

Fixing salaries. 

Ordering buildings 
to he built, soldiers 
to be enlisted, har- 
bors to be dredged 
and ships to be con- 
structed. 



EXECUTIVE. 

These are execu- 
tive acts: 

Collecting taxes. 

Taking care of the 
money and paying it 
out on order of the 
legislature. 

Enlisting soldiers 
and sailors. 

Equipping and di- 
recting the army and 
navy or militia. 

Making internal im- 
provements that have 
been ordered by the 
legislative body. 



JUDICIAL. 

The judiciary an- 
swers the questions: 

What does the law 
mean? 

Does It conform to 
the constitution? 

Has the law been 
properly executed by 
the executive offi- 
cers? 

Attainder. (The 
act of finding guilty 
and taking away cer- 
tain civil rights) is 
a judicial act. 

The power exer- 



216 



COURSE OF STUDY 



The grant ing of 
public franchises, 
and the exercising of 
the right of eminent 
domain. 

Suspend ing the 
writ of Habeas Cor- 
pus. 



Pardoning. 
Impeaching. 
Indicting. 
Appointing. 

a. Nominating. 

b. Confirming. 

c. Commissioning. 



cised by the Senate 
in all cases of im- 
peachment is judi- 
cial. The Senate ex- 
ercises the same 
functions as judge 
and jury exercise in 
cases of indictment. 



4. What is the Initiative ? Eeferendnm ? Are either allowed 
the voters of New Mexico? Are they modern inventions? 

5. What is the difference between a federal and a national 
government? Why is our government sometimes called federal 
and sometimes national? 

6. What is the meaning and purpose of the preamble of a 
constitution? Commit the preambles to the constitution of the 
United States and New Mexico. 

7. What .is a declaration of rights? 

8. The ivrit of habeas corpus should be specially studied as 
it is the very foundation of our liberties. 

(It is not "a writ whereby one receives a speedy trial by 
jury/' as is so often taught, but rather a writ whereby one hopes 
to avoid trial.) 

LESSON 11. 



1, The legislative branch exercises legislative, executive, and 
judicial powers, but its chief power is legislative. 



THE 



CONGRESS OF 
UNITED STATES. 



THE 



Legislative Power. The law- 
making power of the nation is 
vested in the Congress and the 
President. 

Executive Power. The Sen- 
ate is given the power to ap- 
prove or re?e3t the nomina- 
tions of the President. 

The House has the sole pow- 
er of impeachment. To impeach 
is to formally accuse one in 
high offlce. 

Judicial Power. The Senate, 
sitting as a court, tries all cases 
of impeachment, and if two- 
thirds of the members vote to 
sustain the impeachfent, the 



THE LEGISLATURE OF NEW 
MEXICO. 

Legislative Power. The leg- 
islative power Qf the state is 
vested in the Legislature and 
the Governor. 

Executive Power. The Senate 
has the power to approve or re- 
ject all appointments of the 
Governor, except to fill vacancy 
in elective office. ' 

The house has the sole power 
of impeachment. Impeachment 
by the House corresponds to in- 
dictment in the Courts. 

Judicial Power. The Senate 
has jurisdiction of all cases of 
impeachment. At the trial of 
the person impeached the sen- 
ators are under oath to do jus- 



COURSE OF STUDY 



217 



person upon trial is removed 
from office and may be disquali- 
fied from holding any positions 
of honor or trust in the United 
States. 

The senators take oath as 
judges, and two-thirds of those 
present must concur in a ver- 
dict or there is no conviction. 

When the President is on trial 
the Chief Justice presides. 

Apportionment. Each state 
has tV'O senators and ore repre- 
sentative for each 212,407 per- 
sons. Each state whose popu- 
lation is less than the number 
required for a representative is 
entitled to one member of the 
house. 

There are ninety-six senators 
and 435 representatives. 



tice, and two-thirds of the mem- 
bers must concur in a verdict 
or the accused stands acquitted. 

The senators take oath as 
judges and there shall be no 
conviction unless two-thirds of 
the members elected to the 
Senate concur in the verdict. 

When the Governor or Lieu- 
tenant Governor is on trial the 
Chief Justice of the state pre- 
sides. 

Apportionment. The Consti- 
tutional Convention established 
24 senatorial districts, to be 
represented by 24 senators, and 
30 representative districts, to 
be represented by 49 represen- 
tati-'^es. 

No change can be made in 
this representation until the 
first session of the legislature 
after the announcement of the 
census of 1920, unless the Con- 
stitution is amended. 



LESSON III. 



1. The executive branch, exercises executive, legislative and 
judicial powers, but its chief power is executive. 



The chief executive power is 
vested in the President. 

Qualification. A person must 
be 35 years of age, a natural 
born citizen, and must have re- 
sided in the United States four- 
teen years, to be eligible to the 
office of President. 



Term of Office. The Presi- 
dent is inaugurated on the 4th 
of March re^t succeeding his 
election, and serves four years, 
but his te^m ends on March 4th 
whether his successor has been 
chosen or not. 

Salary, $75,000 a year. 

Executive Powers and Duties. 
He is commander-in-chief of the 
armv and navy and of the state 
militia when it is in the service 
of the UTiited States. He nom- 
inates his cabinet, the diplo- 
matic corps, the judges of the 



The chief executive power is 
vested in the Go-'-ernor. 

Qualification. To be eligible 
to tbe office of Governor, one 
must be a citizen of the United 
States, 30 years of age, an elec- 
tor of the state and must have 
been a resident of the state for 
the five years next preceding 
his election. 

Term of Office. The Gover- 
nor holds office four years from 
the first day of January next 
succeeding his e''ection and un- 
til his successor is duly elected 
and qualified. 

Salary, $5,000 a year. 

Executive Duties and Powers. 

He is commanc'er-in-chief of the 
militia when it is not in the 
service of the national govern- 
ment. He nominates and ap- 
points by and with the consent 
of the senate, the administra- 



218 



COURSE OF STUDY 



federal courts, and many other 
executive officers. He has pow- 
er to grant reprieves and par- 
dons for any offence against 
the United. States, before or 
after conviction, except in cases 
of impeachment. 

Legislative Powers and Du- 
ties. When a bill has passed 
both houses of Congress it is 
sent to the President for his 
consideration. If he approve of 
the measure he signs the bill, 
which then becomes a law. But 
if he does not favor the bill he 
vetoes it; that is, he returns it 
without his signature to the 
house which originated it, to- 
gether with his objections. Or 
if he retain the bill more than 
ten days it becomes a law with- 
out his signature. But if Con- 
gress should adjourn before the 
ten days have expired and the 
President has not signed the 
bill it fails to become a law. 
This is called a "pocket veto." 

Judicial Duty and Power. 
When a court-martial has tried 
an offender against the military 
or naval law, it is the Presi- 
dent's duty to review and ap- 
prove or disapprove the find- 
ings of the court. This is pure- 
ly a judicial act. After approval 
he may use e^-ecutive clemency 
and pardon the offender, or com- 
mute the sentence. 



tive boards of the state institu- 
tions and fills vacancies in cer- 
tain offices. He has power to 
grant reprieves and pardons 
after conviction for all offenses 
except treason and except in 
cases of impeachment. 

Legislative Powers and Du- 
ties. Every bill that has pass- 
ed both houses of the Legisla- 
ture must be presented to the 
Governor, who may sign it or 
may return it unsigned with his 
objections to the same, to the 
house in which it originated. 
If, while the Legislature is in 
session, the Governor retain a 
bill more than three days, Sun- 
days excepted, it becomes a 
law whether signed by him or 
not. If the Legislature adjourn 
before the three days have ex- 
pired, the Governor must sign 
the bill within six days or it 
cannot become a law. 



Judicial Duty and Power. 

When a member of the militia 
violates the military laws of the 
state, he is tried by a court- 
martial and the Governor must 
approve or disapprove the find- 
ings of the court. As in the 
case of the President, he may 
use his executive power after 
he has exercised his judicial 
power. 



LESSON IV. 



1. The judicial branch exercises judicial, legislative and ex- 
ecutive powers, but its chief power is judicial. These duties are 
the same in state and nation. 

Judicial Duty. It is the duty of the court to apply the law, 
to declare it void when it is not in harmony with the constitu- 
tion, to declare what is the law, and to interpret the law. 

Executive Duty. The court is allowed to appoint some of 
its executive officers, the clerk, court reporter, etc. 

Legislative Duty. The accepted theory is, that the courts have' 
no legislative power. But the courts make the body of common 
law. Define common law. 



COURSE OF STUDY 



219 



In discussing the common law. Walker supposes a case pre- 
sented to the court for which there is no law, either statutory or 
common, and no case analogous to it can be found, the judge 
"must either let a wrong go unredressed, or make a law to meet 
the exigency." This, he declares, is an act of judicial legislation. 

Jurisdiction. Jurisdiction is the right or power of a court 
to hear causes and execute justice. The jurisdiction of a court 
is determined by the constitution or statutes, and extends to per- 
sons, places, and causes. 



NATION. 

Supreme Court. The supreme 
court is composed of a chief 
justice and eight associate jus- 
tices, appointed by the Presi 
dent, to serve during good be- 
havior. The chief justice re- 
ceives $15,0Q0. and associate 
justices each $14,500. 

Circuit Courts of Appeal. The 
United States is divided into 
nine circuits. There are twenty- 
nine circuit judges. A circuit 
judge receives $7,000. 

This court has only appellate 
jurisdiction. 

The supreme court allots one 
of the supreme court justices to 
each circuit. A district judge 
may act as a circuit judge. 

District Court.. The United 
States is divided into seventy- 
five districts and eighty nine 
district judges have been ap- 
pointed. 

Salary of district judge is 
$6,000. 



STATE. 

Supreme Court. Three, jus- 
tices elected by the people con- 
stitute the supreme court. 

The term of office is eight 
years and the salary $6,000. The 
judge whose term first expires 
is chief justice, provided that 
he has been elected for the full 
term of eight years. 



District Court. The state is 
divided into eight districts and 
one judge is elected in each dis- 
trict, except the fifth, which 
has two judges. 

A district judge is elected for 
a term of six years; salary, 
$4,500. 



LESSON V. 

1. How are counties formed? How many are there in New 
Mexico ? 

2. What do you know about Sumner and Aguilar counties? 

3. Does the county have a legislative body? Does it have 
executive and judicial officers? Make a list of each kind. 

4. What are the duties of the County Commissioners? 

5. What are the duties and salary of the County Superin- 
tendent ? 



-220 COURSE OP STUDY 

6. Who represents your county in the legislature ? What 
salary does he receive? 

7. What are the duties of the Justice of the Peace? 

8. How is money obtained for the support of schools? 

9. By what authority is school money paid out? 

LESSON VI. 

1. What is suffrage? What is the advantage of universal 
suffrage? What states have full woman suffrage? 

2. What are the qualifications of an elector? 

3. What are the duties of a school board? (List them 
under the head of legislative, executive and judicial.) 

4. Write a contract between yourself and some school board. 

5. What is your authority in matters of punishment? When 
does your authority over a child begin and end? 

6. Kame and locate the state institutions of education. How 
are they supported? 

7. What are the duties and powers of the Superintendent 
of Public Instruction? 

8. What is the State Board of Education? What are its 
powers and duties? Who are the members? 

LESSON VII. 

1. How and when is the president elected? 

2. Describe a National Convention. 

3. What are the powers of the president? 

4. Name the members of the president's cabinet and name 
ihe state officers that correspond to the cabinet officers. 

5. Has the president any lawmaking power? What is a 
pocket veto? 

6. What is a treaty? Who makes treaties? 

7. Has the governor of New Mexico any law-making power? 
Who is he? 

8. How can the president, or governor, be punished for fail- 
ing to do his duty? 

9. What is a bill of rights? (Nearly all United States his- 
tories have the Constitution of the United States in them. Every 
teacher should have a copy of the Constitution of New Mexico.) 



COURSE OF STUDY 221 

LESSON VIII. 
3. 'The Declaration of Eights. Eead and compare as follows : 

United States Constitution. State Constitution. 

Amendments Article II 

Article I with Sections 11 and 12 

Articles II and III . with Sections 6 and 7 

Article IV - with Section 10 

Article V with Sections 14 and 15 

Article VI with Section 16 
Article VII . with Section 12 

Article VIII with Section 13 

Articles IX and X with Sections 2, 3 and 4 

LESSON IX. 

1. What is a community? Is yonr school a community? 
What are some of the things a citizen receives from the com- 
munity ? 

2. Do the features of the land determine the location of 
buildings and of cities? 

3. What are some of the things outside of your home that 
your community does to satisfy its highest desires? 

4. How was business carried on in pioneer days? 

5. Why do people live in wretched dwellings and in tene- 
ment houses? 

6. What are aliens? Where do they come from? What is 
Castle Garden? 

7. What is meant by the National Domain? 

8. How are cities supplied with water? 

9. How is health cared for in the average ranchman's family? 
10. Describe the irrigation system. 

LESSON X. 

1. Describe the early methods of fighting fire and compare 
them with the modern methods. Tell what you can about fire 
insurance companies. 

2. Discuss the laws necessary to prevent accidents and the 
evils of lax enforcement of these laws. . 

3. Of what value are city markets to country people? 



222 COURSE OF STUDY 

4. What power has Congress in ordinary business matters? 

5. Discuss the subject, "Waste in Government/' particular- 
ly in reference to National Government. 

6. What was Governor Berkeley's idea of education? What 
was Thomas Jefferson's? Why should the state pay for the edu- 
cation of children? 

7. Of what value is a school garden to a city? 

8. Read again Article I, Amendment I, of the United States 
Constitution and Sections 11 and i7, Article II, of the State 
Constitution; and discuss the separation between religion and 
the government. 

9. Discuss the relation between state and local government. 
10. What was the origin of the township and of the county? 



